教育部在《普通高中思想政治课程标准（2017 年版 2020 年修订）》中提到“构建以培育思想政治学科核心素养为主导的活动型学科课程”，明确高中思想政治课的教学定位，活动型课堂是思想政治教育课程高效实施的指向，而辩论式教学是构建活动型课堂的重要抓手。由于在传统高中思想政治课堂中存在教学方法僵化及课堂活动形式化的不足，通过辩论式教学，有利于关注学生个性化、多样化的学习需求，渗透思想政治学科核心素养，锻炼学生沟通表达和思维论辩能力。基于辩论式教学的重要运用价值，有必要重视辩论式教学在高中思想政治课的运用研究。

首先，本文梳理了辩论式教学的研究背景、意义及国内外关于辩论式教学的研究现状，进一步明晰辩论式教学的含义、特点、运用可行性及价值，并以教育实习期间对广东省广州市实习基地的部分学生及教师作为研究对象，通过问卷调查及访谈的方式，分析总结出当前辩论式教学在高中思想政治课运用中存在如下问题：辩题设置脱离教材，缺乏科学性与可辩性；辩论分组不够合理，导致辩论流于形式；辩论规则不够明确，导致课堂教学失序；教师引导角色失位，导致辩论缺乏实效性；辩论评价体系缺失，导致学生缺乏反思与总结；辩论支持环境缺失，导致辩论难以常态化等。因此在辩论式教学的理论研究和现状研究的基础上，探究辩论式教学在高中思想政治课高效运用的措施，提出应从辩题的确立、辩论模式的选择、辩论活动的展开及引导、辩论活动的总结与评价等环节切入改进辩论式教学当前存在的问题，并以教材框题“正确对待外来文化”为实践课例，展开辩论式教学设计与实施，通过教学实效测评检验运用策略，借助教学反思发现存在的不足，并提出优化策略。

本文结合高中思想政治课程标准对锻炼学生思维能力和培养学生学科核心素养的要求，通过对辩论式教学在高中思想政治课教学中的具体运用进行设计，针对目前辩论式教学在教学实践中运用出现的相关问题，提出合理有效的策略建议，丰富辩论在教学中运用的方式和手段，为促进学生的综合发展，提高教师运用辩论式教学提供借鉴与参考。

 In the Ideological and Political Curriculum Standards for Ordinary High Schools (2017 edition, 2020 revision), the Ministry of Education mentioned "Constructing activity-oriented subject courses dominated by cultivating the core accomplishment of ideological and political subjects", clarifying the teaching orientation of ideological and political courses in high schools, and activity-oriented classroom is the direction of efficient implementation of ideological and political education courses. The argumentative teaching is the important starting point of constructing activity class. Due to the shortcomings of rigid teaching methods and formalization of classroom activities in traditional high school ideological and political classes, argumentative teaching is conducive to paying attention to students' personalized and diversified learning needs, penetrating the core quality of ideological and political disciplines, and training students' ability of communication, expression and thinking. Based on the important application value of argumentative teaching, it is necessary to pay attention to the application research of argumentative teaching in high school ideological and political lessons.
      First of all, this paper reviews the research background, significance and research status of argumentation teaching at home and abroad, further clarifies the meaning, characteristics, feasibility and value of argumentation teaching, and takes some students and teachers of the practice base in Guangzhou, Guangdong Province, as the research objects, through questionnaire survey and interview. This paper analyzes and summarizes the following problems in the application of debate teaching in senior high school ideological and political courses: the debate setting is separated from the textbook, and lacks scientificity and debatable; The debate grouping is not reasonable, which leads to the debate becomes a formality; Debate rules are not clear enough, resulting in classroom teaching disorder; Teachers' guiding role is out of position, which leads to the lack of effectiveness of debate. The lack of debate evaluation system leads to students' lack of reflection and summary; The lack of supporting environment for debate makes it difficult to normalize debate. Therefore, on the basis of the theoretical research and current research of debating teaching, this paper explores the effective application measures of debating teaching in high school ideological and political courses, and puts forward the existing problems of improving debating teaching from the establishment of debate topic, the selection of debating mode, the development and guidance of debating activities, the summary and evaluation of debating activities, etc. Taking the textbook frame title "Treating foreign culture correctly" as an example of practice class, it carries out the argumentative teaching design and implementation, tests the application strategies through teaching effectiveness evaluation, finds the existing deficiencies with the help of teaching reflection, and puts forward the optimization strategies.
     Based on the requirements of ideological and political curriculum standards in high school to exercise students' thinking ability and cultivate students' core quality, this paper designs the specific application of debating teaching in the teaching of ideological and political courses in high school, and proposes reasonable and effective strategies and suggestions in view of the relevant problems arising from the application of debating teaching in teaching practice. To enrich the ways and means of debate in teaching, to promote the comprehensive development of students, improve teachers to use debate teaching to provide reference.