思想政治课有其自身的特性，它不仅仅要实现知识的传授，更重要的是，它要实现对学生世界观、人生观、价值观的引领和塑造。而对话式教学强调参与性的特点，使其与思想政治课有着内在的契合性。 理论层面看，教学设计作为连接教学理论和教学实践的桥梁，它对整个教学过程进行系统的规划，是从整体上提高教学质量的有效途径.对话式教学对于提高学生课堂参与性以及提高教学有效性的作用虽然为人们所意识到，然而，目前对于对话式教学较多的是零散的应用研究，既缺乏从教学设计的视角进行系统性的研究，也缺乏将其与思想政治课相结合的研究。实践层面，目前在思想政治课实际教学中，并不乏对话式教学的运用，但应用效果并不理想。通过对一线思想政治课教师进行访谈，发现目前对话式教学在实际运用过程中出现的问题主要有对话质量不高、话题设置存在偏差、对话评价维度单一等。教学设计作为对教学的一种系统性规划，恰恰有助于解决上述问题。 结合教学设计的基本路径以及对话式教学本身的特点，本文探索了一套体现对话式教学特点，且包含完整教学环节的运用于思想政治课的教学设计。在学习者分析上，要注重学生的三种能力和驱动力;在教学目标设计上，基于核心素养、教学内容和学生实际为前提;在教学内容设计上，要关注教学内容的分析、选择、组织和呈现;在教学策略的设计上，要以学生的特点为依据引导学生与书本的对话、以教学目标为指导给予学生自我对话的机会、以思维碰撞为基础开展小组对话交流、以教师正确引导为前提进行师生平等对话;在教学评价设计上，要构建多元的评价主体、形成多项评价指标和多种评价方式。为使本研究更具实践性，本文结合具体一课进行教学设计，以给思想政治课教师提供运用的参照。同时也对该教学设计的实际运用情况进行反思，分析优点和问题，并提出相应的教学建议，使得本文探索的思想政治课对话式教学设计更加有效，贴近教学实际。 教学设计将整个教学过程作为一个系统来对待，要运用系统的思维和方法对参与教学过程的各要素及其相互关系作出分析，是一项系统性工作。一般性教学设计理论与方法虽然具有一定的普适性，但是对于一线教师来说，难以将其自动转化为具有特定学科情境的具体解决问题的方案。本研究将一般性教学设计与具体学科情境相结合，同时体现出特定教学手法的尝试，希望有助于推动教学设计的进一步实践化。

Ideological and political course has its own characteristics. It is not only to teach knowledge, but also to guide and shape students' world outlook, outlook on life and values. And the dialogic teaching emphasizes the characteristics of participation, which makes it have the internal fit with the ideological and political course. On the theoretical level, as a bridge connecting teaching theory and teaching practice, teaching design systematically plans the whole teaching process, which is an effective way to improve teaching quality as a whole. Although the role of dialogic teaching in improving students' participation in the classroom and the effectiveness of teaching has been realized by people, at present, there are many scattered applied researches on dialogic teaching, which are lack of systematic research from the perspective of teaching design and the research combining it with ideological and political courses. At present, in the practical teaching of Ideological and political course, there is no lack of dialogue teaching, but the application effect is not ideal. Through the interview with the teachers of Ideological and political courses in the front line, it is found that the problems in the practical application of dialogue teaching mainly include the poor quality of dialogue, the deviation of topic setting, the single dimension of dialogue evaluation, etc. As a systematic plan for teaching, instructional design is just helpful to solve the above problems. Combined with the basic path of teaching design and the characteristics of dialogue teaching itself, this paper explores a set of teaching design that embodies the characteristics of dialogue teaching and includes a complete teaching link used in Ideological and political courses. In the analysis of learners, we should pay attention to the three abilities and driving forces of students; in the design of teaching objectives, based on the core literacy, teaching content and students' reality; in the design of teaching content, we should pay attention to the analysis, selection, organization and presentation of teaching content; in the design of teaching strategies, we should guide students' dialogue with books and teaching objectives based on the characteristics of students In the design of teaching evaluation, it is necessary to construct multiple evaluation subjects, form multiple evaluation indexes and methods. In order to make this study more practical, this paper combines with a specific lesson to design teaching, in order to provide a reference for ideological and political teachers. At the same time, it also reflects on the actual application of the teaching design, analyzes the advantages and problems, and puts forward corresponding teaching suggestions, which makes the dialogue teaching design of Ideological and political courses explored in this paper more effective and close to the teaching practice. Teaching design treats the whole teaching process as a system. It is a systematic work to use systematic thinking and methods to analyze the elements and their interrelations involved in the teaching process. Although the theory and method of general teaching design have certain universality, it is difficult for front-line teachers to automatically transform them into specific solutions with specific subject situations. This study combines the general teaching design with the specific subject situation, and reflects the specific teaching methods, hoping to help promote the further practice of teaching design.