随着2017年新修订的高中思想政治课程标准的颁布，深化教育改革，落实立德树人的根本任务，培育学生核心素养成为思想政治课的教学导向。思想政治学科正在进行从知识中心转向素养中心的考试内容改革。作为引导教学的“一面旗”，高考考什么，怎么考，值得我们深入探讨与研究。 新课程改革提出，思想政治教学评价关注学生的“质”、“量”双重发展。而由心理学家比格斯提出的以学生回答问题的层次描述的评价理论，即Structure of the Observed Learning Outcome，作为一种 “质性”评价理论，与新课程的评价理念相契合。 因此，本文主要立足于SOLO分类理论，将其与考试大纲相结合，划分得出单一、多元、关联、扩展抽象共四个结构层。在此基础上，对2016-2018年全国卷以及2018年北京高考卷共10套思想政治试题进行层次划分，统计分类结果。通过数据统计分析可知，近三年，全国卷思想政治教育的SOLO分类层次划分较为合理，客观题以关联结构层次试题为主，主观题以扩展抽象层次为主，更突显核心素养的培育。 针对以上试题结构分析情况，本文结合高三教学实际，提出相应的教学建议，试图为核心素养背景下的思想政治课的教与学探索新的思路。

With the promulgation of the newly revised high school ideological and political curriculum standards in 2017, deepening the reform of education, implementing the fundamental tasks of Lide Shuren, and cultivating the core literacy of students has become the orientation of educating people in ideological and political courses. The ideological and political discipline is undergoing a reform of the examination content from the knowledge center to the literacy center. As a "one-sided flag" for guiding teaching, what to test for the college entrance examination and how to test it is worthy of our in-depth discussion and research. The new curriculum reform proposes that the evaluation of ideological and political teaching pays attention to the dual development of students' "quality" and "quantity". The "Structure of the Observed Learning Outcome" proposed by the psychologist Biggs is a "quality" evaluation theory characterized by a hierarchical description, which is consistent with the evaluation concept of the new curriculum. Therefore, this paper is mainly based on the SOLO classification theory (Structure of the Observed Learning Outcome), combined with the examination syllabus, divided into four structural layers: single, multiple, related, and extended abstract. On this basis, a total of 10 sets of ideological and political test questions were distributed in the 2016-2018 national volume and the 2018 Beijing college entrance examination volume, and the statistical classification results were obtained. Through statistical analysis of data, it can be seen that in the past three years, the classification of SOLO classifications in national volume ideological and political education is more reasonable. The objective questions are mainly based on the related structure level test questions, and the subjective questions are mainly based on the extended abstraction level, which further highlights the cultivation of core literacy. In view of the above analysis of the structure of the test questions, this paper combines the practical teaching of the third year, puts forward corresponding teaching suggestions, and tries to explore new ideas for the teaching and learning of ideological and political courses under the background of core literacy.