统编版《普通高中思想政治》教科书中保留了旧教材中“综合探究”模块的设计并进行了适当修订，更加凸显其综合性、探究性、互动性，为教师开展活动型、探究式教学提供教学参考。哲学部分作为高中政治中思维抽象度最高、内容最为复杂内容，对教师运用教材开展教学具有一定挑战性。在哲学部分的教学中有效地运用“综合探究”模块有利于提升教学效果、促进学生发展。本研究立足国内外思想政治理论课教学实践，对哲学部分“综合探究”模块进行概念界定及特点分析，并探究其教学现状和教学策略。本研究经过调查和访谈，发现哲学部分“综合探究”模块的教学中存在学生重视度不足、教师态度认知偏差、教学方法单一、活动枯燥乏味等问题，针对这些问题，本研究提出了相应的解决办法，包括融会贯通、创设情境、从做中学、拓展延伸、巧用文本、强化辨析、作业分层这七大策略和原著、材料、时政相结合教学设计思路。在上述研究成果的基础上，本研究总结出三版块的教学设计思路，并编写了两份教学设计供一线教师参考。

The unified edition of the textbook of "General High School Politics" retains the design of the "Comprehensive Inquiry" part in the old textbook and has been appropriately revised to emphasize its comprehensiveness, inquisitiveness, and interactivity, and to provide teaching references for teachers to carry out activity-type and inquiry-type teaching. Philosophy, as the most abstract and complex content in high school politics, is challenging for teachers to utilize the teaching materials. Effective use of the "comprehensive inquiry" module in the teaching of philosophy is conducive to enhancing the teaching effect and promoting the development of students. Based on the teaching practice of ideological and political theory courses at home and abroad, this study defines the concept and analyzes the characteristics of the module of "comprehensive inquiry" in the philosophy section, and explores the current situation of its teaching and teaching strategies. After investigation and interviews, this study finds that there are problems in the teaching of the module of "Comprehensive Inquiry" in the philosophy section, such as insufficient attention of students, cognitive bias of teachers' attitudes, single teaching method, and boring activities, etc. In view of these problems. The study proposes solutions to these problems, including the seven strategies of integrating, creating context, learning by doing, expanding, utilizing the text, strengthening analysis, and layering homework. On the basis of the above research results, this study summarizes the teaching design ideas of the three sections and prepares two teaching designs for the reference of frontline teachers.