随着新一轮课程改革的开始和《普通高中思想政治课程标准（2017年版）》的出台，学科核心素养的应用成为了学者和一线教师们研究的热点。依据文献梳理可知，基于学科核心素养的应用研究基本集中在课程和教学方面，在试题命制方面鲜有研究。试题作为教育过程和教育结果检测中的重要工具，不仅有检测学生学习效果和教师教学效果的功能，还有选拔人才的重要功能。试题命制是教学评价和课程改革中最重要的一环，因此课程改革的过程中离不开试题命制的研究与发展。随着学科核心素养的理论和实践研究的不断发展，试题命制的研究已经变成了学科核心素养研究的突破点，所以基于思想政治学科核心素养的试题命制是急需解决的问题。试题命制中，期末试题命制作为最基础的层面，直接对学生的学习产生影响，有较好的实践性和代表性。

本文对2018年全国卷Ⅰ、浙江省2018年高考选考试卷、广东省2018年学考试卷和珠海市2018-2019学年度高一第一学期期末试卷的素养立意层面、试卷层面、试题层面进行了横向的现状比较，比较中发现现状中存在测验目标与学科核心素养目标之间缺乏一致性、测验目标的能力要求受学科知识为中心的制约、基于知识点为中心的测验内容编写缺乏综合性和结构性、题型单一且开放性试题缺乏学科性、情境材料缺乏结构不良性特征的问题。通过对现状问题的原因分析发现，导致出现此问题的原因是测验目标独立性游离导致定位偏差、测验目标的能力考查处于转型的过渡期、学科知识呈现和教材内容编写的逻辑发生改变、情境材料向情境构建的转化缺乏问题意识、基于标准化进行测验导致题型张力削弱。为了解决试题命制存在问题，通过参照布鲁姆教育目标分类学、建构主义理论和信号不对称博弈理论等理论基础和“一核四翼四层”高考评价体系、新版普通高中思想政治课程标准、学科任务导向型评价体系、双向细目表的现实依据进行了基于学科核心素养的试题命制的路径研究，试题命制的路径为编写考试大纲、编写测验蓝图和编写试题。通过试题命制的路径对珠海市期末试题进行了改编，并从学科核心素养、学业质量水平、学科任务、学科内容和情境材料对改编试题进行了分析。为了检验试题命制路径的有效性和科学性，进行了试题命制路径的实施，并获取了学业质量统计指标。通过试题命制路径实施的反馈，文末从考试性质、测验目标、考试内容、试题情境、学科任务和试题题型的角度进行了试题命制的反思。

With the start of a new round of curriculum reform and the introduction of the "Standards for the Ideological and Political Curriculum of General Senior High Schools （2017 Edition）", the application of subject core literacy has become a research hotspot for scholars and front-line teachers. According to the literature review, it can be seen that the applied research based on the core literacy of the discipline is basically concentrated on the curriculum and teaching, and there is little research on the test question system.As an important tool in the educational process and the detection of educational results, test questions not only have the function of detecting student learning effects and teacher teaching effects, but also have an important function of selecting talents. The test question system is the most important part of teaching evaluation and curriculum reform. Therefore, the course reform process cannot be separated from the research and development of the test question system. With the continuous development of theoretical and practical research on the core literacy of disciplines, the research on test question propositions has become a breakthrough point in the study of core literacy of subjects. Therefore, the test proposition system based on the core literacy of ideological and political disciplines is an urgent problem. In the test question making system, the final test question making is the most basic level, which directly affects the students' learning and has good practicality and representativeness.

This article focuses on the literacy level, test paper level, test question level of the 2018 National Paper I, Zhejiang 2018 College Entrance Examination Papers, Guangdong Province 2018 School Examination Papers, and Zhuhai City 2018-2019 High School First Semester Final Examination Papers. A horizontal comparison of the status quo was carried out, and it was found that there is a lack of consistency between the test objectives and the core literacy goals of the subject, the ability of the test objectives requires subject-centric constraints, and the lack of comprehensiveness in the preparation of test content based on knowledge points And the problems of structural, single-type and open questions are lack of discipline, and the situational materials lack the characteristics of poor structure. Through the analysis of the causes of the status quo problem, it is found that the reason for this problem is that the independence of the test target is independent, which leads to positioning deviation, the test of the ability of the test target is in a transitional period, the logic of subject knowledge presentation and textbook content changes, and situational materials The transformation to situational construction should focus on problem awareness, and standardization-based testing leads to weakening of question tension. In order to solve the problem of the test question system, by referring to the theoretical basis of Bloom's educational goal taxonomy, constructivism theory, and asymmetric game theory of signals, and the "one core, four wings, and four layers" college entrance examination evaluation system, the new version of the general senior high school ideological and political curriculum standards 3. The realistic basis of subject-based task-oriented evaluation system and two-way schedule. The path research of test question system based on subject core literacy was carried out. The path of test system is to write test outline, test blueprint and test questions. Through the path of the test question system, the final test questions in Zhuhai were adapted, and the adapted test questions were analyzed from the core core literacy, academic quality level, subject tasks, subject content and situational materials. In order to test the validity and scientificity of the test question path, the test question path was implemented, and the statistical indicators of academic quality were obtained. Through the feedback of the implementation of the test question path, at the end of the article, I reflected on the test question system from the perspective of the nature of the test, test objectives, test content, test situation, subject tasks and test type.