课堂结尾，是指当一节课行将结束时，教师运用总结、练习和设问等方法，帮助学生巩固知识、学以致用和延伸思考的一种教学行为。但在实际教学中，教师实施课堂结尾的情况并不理想，远未达到这一教学行为的预设目标。现有的研究文献，又少有涉及课堂结尾现状的实证调研，尤其缺少从学生角度调查高中政治课堂结尾的真实现状。因此，本选题研究运用微观探查，一方面，通过教师问卷以抽样的方式，深入探究高中政治教师在课堂结尾“四要素”、作用和原则等方面的运用状况，并分析教师结尾效果不佳和缺失的原因。另一方面，通过创设学生问卷，侧重从学生这一新视角进一步探查高中政治教师组织课堂结尾的真实情况，并依据课堂结尾“四要素”具体测评学生对当前课堂结尾的满意度与期望值。 经教育实习期间的实地调研发现：现今高中政治课堂结尾环节仍旧以“巩固知识”为主，“学以致用”和“延伸思考”不受重视；课堂结尾普遍存在教学方法单一、语言使用不简练和仓促牵强结尾等问题。究其原因，高中政治教师缺少针对课堂结尾的专业训练，不善于灵活掌控课堂进度，未能有效选用多种结尾方法，没有充分调动学生参与课堂教学的积极性，最终导致高中政治课堂结尾效果不佳，甚至完全缺失。有鉴于此，高中政治教师首先需要借助“微格训练”来系统提升课堂结尾的教学技能，以加强课堂结尾环节、改进教学效果。其次，教师需熟练掌握“归纳总结法”、“图表整理法”、“设疑深化法”和“诗歌结尾法”等8种课堂结尾方法，以便根据不同的教学情境来选取运用。再者，教师要善于通过变化课堂结尾的实施主体或运用方式等“四要素”的创新途径，以增加结尾方法的多样性与师生间的互动性。最后，教师应及时反思课堂结尾教学且不断完善其他教学技能，从而最终实现良好的课堂结尾，进而总体提升教学水平和教育质量。

Achieving closure is a teaching skill a teacher uses at the end of a lesson by making a summary, giving exercises or posing questions to help students consolidate knowledge, apply what they have learned and extend their thinking. However, in real-life teaching, the closure teachers make might not be ideal enough to achieve the goal of this teaching skill. Moreover, the existing research literature rarely touches on the closure of a lesson, let alone an adoption of empirical research, and no studies investigate the actual situation of the closure of the political classroom from the perspective of the students. This research applies micro exploration. On the one hand, through the sampling method of a questionnaire for teachers, it investigates the application status of the “four elements”, the roles the high school political teachers play and the principles they follow at the end of a class, and analyzes the reasons for undesirable closure or a lack of closure. On the other hand, by conducting a questionnaire for students, this thesis focuses on the students’ new perspectives to further explore the true situation of political teachers’ closure in senior high school, and according to the “four elements” of the closure, it evaluates the students’ levels of satisfaction and expectations of the right end of a class. Through the present study in the field during the period of the author’s internship, it was found that the closure of the political classroom in senior high school is still dominated by “consolidating knowledge”, but “applying learning to practice and extending thinking” are not paid enough attention to. At the closure of a lesson, there are many problems, such as the use of a single teaching method, verbose teaching language, hasty or far-fetched ending and so on. Those problems are mainly due to the fact that a great number of political teachers at senior high school have not received professional training in the closure skill and they are not adept at manipulating the pace of classroom teaching, nor do they have a number of closure skills at their disposal, and therefore they are unable to involve the students or to achieve satisfactory results in closure or there is no closure at all. In view of this, political teachers in senior high school need to practice “microteaching” to improve their teaching skill of achieving closure at the end of a lesson, so as to improve the teaching effect. Secondly, teachers need to master eight methods of closure, such as “summary method”, “chart sorting method”, “questioning deepening method” and “poetry ending method”, in order to select and apply them according to different teaching situations. Furthermore, teachers should be good at changing the “four elements” of closure, such as the changes of the person or the way, in order to increase the diversity of the ending method and the interaction between the teacher and students. Finally, teachers should reflect on the end of their classroom teaching and improve other teaching skills, so as to achieve a good closure of the lesson, and then improve the teaching level and the quality of education.