2017年教育部发布了新一轮课标修订成果，高中思想政治学科自此有了明确的学科核心素养。课堂学生活动一直是高中思政课教学设计中非常重要的一部分，核心素养指导下的高中思想政治课堂学生活动不再只关注作为教学环节的课堂活动，而是关注到学生在课堂上的一切思维、行为活动，并将其作为提高学生核心素养的重要途径。在核心素养教学目标指引下，课堂学生活动设计有了更宽泛的内涵，也有了新的设计要求。基于此，研究培育学科核心素养的课堂学生活动设计有其理论价值和实践意义。

本文首先厘清了基于学科核心素养培育的高中思想政治课堂学生活动设计的相关概念，并在活动教学理论的基础上分析了课堂学生活动的结构，整理了当前高中思政课中常见的课堂学生活动类型；其次，依据课标要求，分析了课堂学生活动的设计应遵循开放性与引导性相结合、结构化设计与序列化设计相结合、思维活动设计与实践活动设计相结合的三大原则。

本研究实地调查了某高中学生对课堂学生活动的参与情况及态度，教师设计课堂学生活动的相关情况。除此以外，选取了发表在核心期刊上的35篇教学设计，着重分析了其中的课堂学生活动部分。已发表的教学设计在学生活动设计上有以下几点值得借鉴：学科内容活动化、学生活动序列化、活动形式多样化、活动难度梯度化、活动成果序列化；但也有一些需要改进的地方，例如学生学习的自主性问题、课堂学生活动形式单一问题、忽视课堂学生活动要素设计、课堂学生活动任务指向问题。结合对学生的问卷调查、教师的访谈、教学设计的案例分析，当前课堂学生活动设计存在的问题主要是教师对教学新理念的理解和实践不到位、学生自主学习及探究学习的习惯还未养成、课堂学生活动设计本身具有复杂性、实际教学条件限制造成的。

综合调查结果，本文认为以学科核心素养培育为指向的高中思想政治课堂学生活动设计首先要转变教师教育理念，增强学科核心素养培育的意识，让教师重视课堂学生活动设计，同时培养学生独立自主学习的习惯。其次，要发挥好思政课实事求是、与时俱进的优势，把握好课堂学生活动的要素，灵活设计各个活动环节；第三，要建立以学科核心素养为标准的课堂学生活动评价反馈体系，发挥好课堂评价的激励、导向、反思作用；最后，教师要不断提高自身素养，尤其是设计课堂学生活动的能力和指导学生课堂活动的能力，从而满足学生个性化发展要求。

In 2017, China's Ministry of Education released a new round of curriculum standard revision results, and high school ideological and political subjects have since had clear subject core literacy. Classroom student activities have always been a very important part of the teaching design of high school ideological and political courses, and the student activities of high school ideological and political classroom under the guidance of core literacy no longer focus only on classroom activities as teaching links, but pay attention to all students' thinking and behavior activities in the classroom, and take them as an important way for students to improve their core literacy. Under the guidance of the core literacy teaching objectives, the design of classroom student activities has a broader connotation and new design requirements, based on this, the design of classroom student activities to cultivate the core literacy of the subject has its theoretical value and practical significance.

Firstly, this paper clarifies the relevant concepts of student activity design based on the cultivation of subject core literacy, analyzes the structure of classroom student activities on the basis of activity teaching theory, and sorts out the common types of classroom student activities in current high school ideological and political courses. Secondly, according to the requirements of the course standard, the design of classroom student activities should follow the three principles of combining openness and guidance, combining structural design and serialization design, and combining thinking activity design and practical activity design.

This study investigated the participation and attitude of high school students in classroom student activities, and the relevant situation of teachers designing classroom student activities. In addition, 35 teaching designs published in core journals were selected and analyzed in the classroom student activities. The published teaching design has the following points worth learning in the design of student activities: subject content activity, student activity serialization, activity form diversification, activity difficulty gradient, activity achievement serialization; However, there are also some areas that need to be improved, such as the problem of students' autonomy in learning, the single form of classroom student activities, the neglect of classroom student activity element design, and the problem of classroom student activity task orientation. Combined with questionnaire surveys of students, interviews with teachers, and case studies of teaching design, the problems in the current classroom student activity design are mainly caused by teachers' understanding and actual lack of understanding of new teaching concepts, students' habits of independent learning and inquiry learning, the complexity of classroom student activity design, and the limitations of actual teaching conditions.

Based on the survey results, this paper argues that the design of student activities in high school ideological and political classrooms oriented to the cultivation of subject core competencies should first change the concept of teacher education, enhance the awareness of the cultivation of subject core competencies, let teachers pay attention to the design of classroom student activities, and cultivate students' habits of independent learning. Secondly, it is necessary to give full play to the advantages of seeking truth from facts and keeping pace with the times, grasp the elements of classroom student activities, and flexibly design each activity link; Third, it is necessary to establish a feedback system for classroom student activity evaluation with the core literacy of the subject as the standard, and give full play to the role of classroom evaluation in stimulating, guiding and reflecting; Finally, teachers should continuously improve their own literacy, especially the ability to design classroom students' activities and guide students' classroom activities, so as to meet students' personalized development requirements.