一节优质高效的思想政学科试卷的讲评课不仅可以使学生整合政治学科的内容，提高学生系统综合地运用教材上的基础知识和基本技能分析和解决试题中情境化问题的能力。与此同时，学生在答卷上所呈现出来的知识漏洞、思维误区、答题规范性等问题也给学生改进学习和教师改进教学提供了重要的反馈信息。因此，试卷讲评课在整个高中政治学科的课堂教学中占据着十分重要的地位。普通高中思想政治课课程标准指出，高中思想政治学科试卷讲评课以学生的学科核心素养发展水平为考察对象。这就需要政治课教师在思想政治学科任务的指导下，引导学生综合运用学科的知识和技能分析试题中的问题情境，并在讲解试题和评价学生答题情况的过程中实现学科核心素养的有效培养。

本研究在深入探究高中思想政治试卷讲评课的概念、功能、原则的前提下，进一步分析了试卷讲评课课堂教学的理论依据，主要有生本教育理论、反馈教学理论、学习归因理论、认知迁移理论，并对高中政治学科试卷的讲评课与其他不同学科的讲评课做了本质上的区别。

通过采用问卷调查法、访谈法对目前思想政治学科试卷的讲评课堂教学现状进行调查研究，发现由于教师的讲评教学目标模糊、方法单一，学生缺乏参与讲评的信心及反思的意识和能力等原因，导致试卷讲评课前教与学的准备不足、学生的课堂参与度不高、讲评课后反思欠缺等问题。

针对存在的问题提出针对性的优化策略。主要有依据课程标准，制定讲评教学目标；做好教与学的准备，为科学讲评提供依据；鼓励学生参与讲评，增强活动体验；聚焦问题情境，优化试卷讲评方法；加强反思总结，巩固试卷讲评成果。

最后，以广东省某中学高二年级第一学期期中考试政治试题为例，采用上述的教学策略开展试卷讲评课课堂教学实践，并对本研究的教学策略及课堂教学的实施过程加以反思，有效地验证了本次高中思想政治学科试卷的讲评课教学策略的可行性。

A high quality and efficient evaluation class of ideological and political examination paper can not only enable students to integrate the content of political subject, but also improve students' ability to systematically and comprehensively use the basic knowledge and basic skills in the textbook to analyze and solve situational problems in the test paper. At the same time, the knowledge loopholes, thinking errors, normative answers and other problems presented by students in the answer papers also provide important feedback information for students to improve their learning and teachers to improve their teaching. Therefore, the examination paper comment class occupies a very important position in the whole high school politics classroom teaching. It is pointed out in the curriculum standard of ideological and political course in ordinary senior high school that the examination of ideological and political course in senior high school takes the development level of students' core literacy as the object of investigation. This requires the political lesson teacher in the ideological and political discipline task under the guidance of guiding the students to comprehensively use the knowledge and skills of the discipline to analyze the problem situation in the test questions, and in the process of explaining the test questions and evaluating the students' answers to achieve the effective cultivation of the discipline core quality.

In this study further to explore the concept of high school ideological and political papers about evaluation, function, principle, on the basis of analysis of examination paper evaluation teaching theory, mainly for the education theory, the feedback of teaching theory, learning attribution theory, cognitive migration theory, and the high school ideological and political paper speaking evaluation and other subjects of the examination paper evaluation made in essence the difference.

By using the method of questionnaire and interview, the current teaching status of high school ideological and political examination paper evaluation class is investigated and studied, and the main existing problems are analyzed: the lack of preparation before the evaluation class, the students' participation in the class is not high, the lack of reflection after the evaluation class. The causes of the problems include the following aspects: vague teaching objectives, single methods, students' lack of confidence to participate in the evaluation and the awareness and ability of reflection.

In view of the existing problems put forward targeted optimization strategy. Mainly according to the curriculum standards, the formulation of teaching objectives; Do a good job of preparation before class, to provide a basis for scientific evaluation; Encourage students to participate in the comments, enhance the activity experience of students; Focus on the problem situation, optimize the test paper evaluation method; Strengthen after-class reflection summary, consolidate the results of examination paper evaluation.

Finally, a middle school in guangdong province grade 11 of the first semester mid-term exam political questions, for example, using the above teaching strategies to carry out the examination papers about evaluation of classroom teaching practice, this research and the teaching strategy and the implementation process of the classroom teaching of reflection, verified the high school ideological and political examination paper evaluation the effectiveness of the teaching strategy research.