伴随着新课程改革的推进，教育教学不断努力改变传统教学的弊端，将教学的重心转移到学生身上。教育改革的核心理念是以人为本、以学生为本，改变传统教学单一的知识本位要求。践行新课改理念需要从学生出发，利用好学生资源，做好学情分析。然而目前教育领域却呈现出两种状况：其一，忽略学情分析，以学生为本的课堂流于形式；其二，学情分析趋于主观化、经验化、笼统化，极少有一线教师会做系统的学科特色的学情分析。因此需要研究学情分析基本内容以及学科性学情分析的内容及方法并运用到实际教学中助力课堂。

本文基于新课改的要求从高中思政课出发研究学情分析与高中思政课的整合，探讨思政课学情分析特点、分析方法以及学情分析结果在教学中的实际运用从而助力新课改。因此，全文从“是什么——存在的问题——新形势要求——怎么做”四个部分展开。第一部分在文献研究的基础上阐释什么是学情分析，学情分析应该从哪些方面进行，并进一步探讨了思政课学情分析的特点。第二部分从当前的教育现状出发，通过问卷调查以及访问的形式了解目前教育领域在学情分析方面呈现出来的问题。第三部分则根据目前新课改的要求，分析新课改理念与学情分析之间的联系从而明确新形势对学情分析的要求。第四部分通过对比实验进一步探讨思政课学情分析的必要性以及如何利用好课前课后的静态化学情分析（学生的生活经验、身心发展特点、潜在价值观等）与课堂中呈现出的动态化学情分析（学生的质疑、感悟、争论等）进行课堂教学，整理出学情分析与高中思政课整合的原则，并在指导下将其运用到日常教学中进行反思与深化。

 With the deepening of the new curriculum reform, education and teaching are trying to change from knowledge-based to student-based. The core idea of education reform is people-oriented and student-oriented, changing the situation that traditional education pays attention to knowledge and ignores students. To practice the new curriculum reform idea, we need to start from students, make good use of students' resources, and do a good job in learning situation analysis. However, at present, the field of education is neglecting the analysis of learning situation, and the student-centered classroom is just a formality. Therefore, it is necessary to understand the analysis of learning situation and apply it to teaching reasonably.

Based on the requirements of the new curriculum reform, this paper studies the integration of learning situation analysis and high school ideological and political course from the perspective of high school ideological and political course, and puts forward corresponding analysis and application methods to make learning situation analysis better help the new classroom under the requirements of the new curriculum reform. Therefore, the paper starts from four parts: "what is it? Existing problems? Requirements of the new situation? How to solve it". In the first part, based on the literature research, it explains what is the analysis of learning situation and what aspects should be analyzed from, and further discusses the characteristics of the analysis of learning situation in Ideological and political courses. The second part starts from the current situation of education, through questionnaires and interviews to understand the current problems in the field of education. The third part, according to the requirements of the current new curriculum reform, analyzes the relationship between the concept of the new curriculum reform and learning situation analysis, so as to clarify the requirements of the new situation for learning situation analysis. The fourth part further discusses the necessity of learning situation analysis in Ideological and political course through comparative experiments, and how to make good use of the static chemical situation analysis (students' life experience, physical and mental development characteristics, potential values, etc.) before and after class and the dynamic chemical situation analysis (students' questions, feelings, debates, etc.) presented in class to carry out classroom teaching, and sort out the learning situation analysis and ideological and political analysis in senior high school The principle of course integration, and under the guidance of its application to daily teaching for reflection and deepening.