在我国基础教育课程改革进程中，情境作为教学手段的重要性日益凸显。从普通高中思想政治学科核心素养的内在逻辑看，只有进行充分的公共参与，政治认同、科学精神、法治意识等核心素养才能真正形成和持续发展，而公共参与是绝对不能脱离真实社会情境空谈的。从高中政治教材体例的最新变化看，在继承实验教材中“综合探究”等有益成分的基础上，统编版教材中创新设置了情境意味浓厚的“探究与分享”栏目，试图引导师生基于情境达成对学科知识的深刻理解。从高考试题的命题趋势看，“无情境，不成题”的原则已深入人心，成为广泛认可的理念。本研究尝试以情境为切入点，探究在高中思想政治课中设计和实施结构化情境的制约因素与可行之策，以期推动高中思政课实现更高质量发展。

本研究由四个部分构成。第一部分将情境学习理论中可借鉴的“合法的边缘性参与”等理念与思政课的教学实际相结合，系统阐述了政治学科情境应当具备的五个基本特征，即构成要素的真实性、知识分布的均衡性、关键事件的公共性、课堂氛围的协商性和价值观念的稳定性，回应了“什么样的情境才属于政治学科结构化情境”的问题。

第二部分从思政课教师的视角出发，阐述了制约政治学科情境发挥其应有价值的主体因素，从不愿设计、不会设计、设计不好、实施不好等角度回答了“政治学科结构化情境为什么难以设计与实施”的问题，并指出了一部分教师过度依赖灌输型教学模式乃至迷信其效率、一部分教师尚未建立整体课程观念致使其无法把握学科本质、一部分教师轻视学情监测带来的课堂双盲现象等问题，强调了无逻辑主线的案例堆砌式情境所造成的课堂逻辑结构混乱、教学意图不明等问题。

第三部分以教师从试题讲评课中收集而来的实物作为研究对象，对政治学科结构化情境的设计过程作了质性观察和深入分析，探讨了“如何为政治学科结构化情境设计提供支持”的问题，初步形成了序列化处理情境、持续性课堂追问、结构化板书设计、自评表监测学情等能够促进设计优化的策略建议。

第四部分以课堂实录视频为研究对象，深描了政治学科结构化情境课堂实施过程中的课堂导入、合作学习和观点分享等关键环节，对实施过程中的情境要素、知识分布、关键事件、课堂氛围和价值观念作了深入分析，揭示了关键组织者和向心空间安排对提升小组合作学习质量的重要意义，初步形成了“情境分析—边缘参与—协商共议—价值认同”的情境教学实施路径。

The ideological and political curriculum in Chinese high schools is undergoing profound changes, with several important elements emerging during this process, one of which is the situation. From the perspective of the internal logic of the core accomplishments of the ideological and political curriculum in high schools, such as political identity, scientific spirit, and legal consciousness, it is essential to build upon the core accomplishment of public participation, which cannot be separated from real social situations. In line with this trend, recent changes in textbook style have incorporated a new column titled "inquiry and sharing" with situational implications to guide high school students towards a deeper understanding of knowledge based on real situations. Furthermore, the principle that "no situation is not a problem" has become deeply ingrained in society through college entrance examination propositions and has gained universal recognition. This action research aims to explore factors that may restrict structured treatment of situations during the design and implementation process of ideological and political curricula in high schools while proposing feasible solutions to enhance their quality for higher development.

The research consists of four parts. The first part combines the principles of "legitimate peripheral participation" from situational learning theory with the specific teaching practices in high school ideological and political courses. It outlines the five key characteristics of structured situations, including authenticity, equitable knowledge distribution, public events, classroom atmosphere negotiation, and value stability. It responds to the question of "what kind of situations belongs to the structured situations".

The second part, from the perspective of the ideological and political course instructors, elaborates on the main factors that restrict the effectiveness of the structured situation, answering the question of why it is difficult to design and implement the structured situation of the ideological and political course from the perspectives of unwillingness to design, inability to design, poor design, and poor implementation. It points out that some teachers excessively rely on the indoctrination teaching model and even believe in its efficiency, some teachers have not yet established a holistic curriculum concept, which prevents them from grasping the essence of the subject, and some teachers' lack of self-monitoring and light monitoring of student situations lead to a double-blind phenomenon in the classroom. It emphasizes the problems caused by the lack of logical mainline and the accumulation of case scenarios in the classroom, resulting in loose classroom structure and unclear teaching intentions.

The third part of this action research focuses on analyzing objects collected from the examination explanation courses. It involves qualitative observations and in-depth analysis of the structured design process of the ideological and political curriculum in high school. The aim is to explore effective means to support this structured design, leading to preliminary strategy suggestions for optimizing teaching design. These include serial processing, continuous classroom questioning, structured blackboard designs, and self-evaluation feedback forms.

The fourth part, using classroom video recordings as the research objects, provided a detailed depiction of the key elements such as classroom introduction, cooperative learning, and sharing of viewpoints in the process of implementing structured situations in the ideological and political courses. It conducted an in-depth analysis of the situational elements, distribution of knowledge, key events, classroom atmosphere, and values during the implementation process. It revealed the significant importance of key organizers and the arrangement of central spaces in enhancing the quality of cooperative group learning. This part also initially formed a path for implementing situational teaching, characterized by "situational analysis - peripheral participation - negotiated deliberation - value identification."