伟大实践孕育伟大精神，在中国共产党的坚强带领下全国人民展开抗击新冠肺炎疫情的伟大实践，形成了“生命至上、举国同心、舍生忘死、尊重科学、命运与共”的伟大抗疫精神。作为新时代民族精神的最新表现，伟大抗疫精神具有重要的思想政治教育价值，一方面，伟大抗疫精神为思想政治课提供优质的教学资源。另一方面，伟大抗疫精神是推动思想政治课育人价值实现的精神力量。

从目前的研究来看，对伟大抗疫精神融入思想政治课的研究进行的如火如荼，且成果显著，其中大部分研究是针对高校思想政治理论课。因此，本文以伟大抗疫精神融入高中思想政治课为研究对象，以统编版高中思想政治必修四《哲学与文化》为切入点进行分析，通过问卷和访谈相结合的调查方法，探讨当前伟大抗疫精神融入高中《哲学与文化》的现状。通过实际调查发现，虽然当前教师对伟大抗疫精神的关注程度、认可程度较高，并对相关内容有一定了解。但在融入时仍存在对精神内涵的认识处于浅层化、选用的融入案例和融入方式较随意和获得的融入效果和学生反馈不理想等问题。现存问题的主要原因是教师对伟大抗疫精神缺乏深度学习、高中思想政治课面临一些困境和教师设计的融入目标偏重知识而轻视素养等。由此得出本论文研究伟大抗疫精神融入高中《哲学与文化》的策略的重要性。

针对上述的伟大抗疫精神融入高中《哲学与文化》的现状，本文将从融入目标、融入内容和融入方式三方面制定伟大抗疫精神融入高中《哲学与文化》的策略。第一，通过多维阐述抗疫精神内涵、找准与教材的理论联系和依据课标明确教学价值，系统认识抗疫精神，准确把握融入目标。第二，通过强化辨析，精选对比案例、结合学情，寻找身边案例和培育素养，深化处理案例，巧妙选用抗疫案例，丰富延伸融入内容。第三，通过真实展现与客观讲授相结合、情感抒发与理论阐释相结合和自主学习与探究学习相结合，多样呈现抗疫情境，创新发展融入方式。最后本研究根据融入策略对《用对立统一的观点看问题》一课进行教学设计，并从课前准备、内容讲授、学生活动和课堂总结四个环节说明融入策略的实施情况，课后通过学生反馈和同行评议了解伟大抗疫精神在本节课的融入效果，教师自我反思其中的不足和问题。

the Great Anti-Epidemic Spirit, the dilemmas faced by high school ideology and politics classes, and the teachers' design of integration objectives that emphasize knowledge rather than literacy. This leads to the importance of this thesis to study the strategies of integrating the Great Resistance Spirit into high school Philosophy and Culture.

In response to the aforementioned current situation of integrating the Great Resistance Spirit into high school Philosophy and Culture, this paper will develop strategies for integrating the Great Resistance Spirit into high school Philosophy and Culture from three aspects: integration goals, integration content, and integration methods. First, through the multi-dimensional elaboration of the connotation of the spirit of resistance, identification of the theoretical connection with the textbook, and clarification of the teaching value according to the standards, we will systematically understand the spirit of resistance and accurately grasp the goal of integration. Secondly, through strengthening identification and analysis, selecting comparative cases, combining with the learning situation, finding cases around us and cultivating literacy, deepening the handling of cases, cleverly choosing anti-epidemic cases, and enriching and extending the integration content. Thirdly, by combining realistic presentation with objective teaching, emotional expression with theoretical explanation, and independent learning with inquiry learning, we present various anti-epidemic situations and develop innovative ways of integration. Finally, this study designs the teaching of the lesson "Looking at Problems from the Perspective of Opposites and Unity" according to the integration strategy, and illustrates the implementation of the integration strategy in four aspects: pre-class preparation, content lecture, student activities, and classroom summary. After the class, students' feedback and peer reviews are used to understand the effectiveness of the integration of the great anti-epidemic spirit, and teachers self-reflect on the shortcomings and problems.