辨析式教学是高中思想政治课的一种重要的教学方式，对深化新课程改革、落实新课标理念、构建活动型课程有重要意义。《普通高中思想政治课程标准（2017年版2020年修订）》（以下简称新课程标准）在实施建议部分明确提出，本课程的教学必须强化辨析，选择积极价值引领的学习路径。当今社会思想文化的影响相互交织、相互渗透，各种观点层出不穷，如何从中筛选出正确的、有价值的信息，成为每个学生必须面对的问题。而传统的教学方式难以关照学生独立多变的思想活动，难以真正实现有效的价值引领。因此，在新课标理念指导下研究辨析式教学在高中思想政治课中的运用具有必要性。
基于此背景，本文围绕辨析式教学在高中思想政治课中的运用进行了以下几个方面的研究。第一，梳理相关文献，界定高中思想政治课辨析式教学的概念，揭示其基本特征，即辨析内容的思辨性、辨析情境的真实性、辨析活动的交互性和辨析结果的导向性。第二，阐明运用辨析式教学要遵循三大原则、把握四大环节，强调辨析式教学在提升学生思辨能力、转变教学方式、强化价值引领及构建活动型课程等方面具有现实意义。第三，通过问卷调查与访谈结果，分析得出当前辨析式教学在高中思想政治课的运用中，还存在着教学设计欠缺、教学组织低效、教学评价僵化、教学反思浅显等问题。第四，在明确现有问题的基础上，针对辨析式教学设计、教学组织、教学评价和教学反思四个环节，提出高中思想政治课运用辨析式教学的具体运用策略。第五，结合运用策略，以《正确认识中华传统文化》为例，设计并实施辨析式教学，通过问卷调查与评价量表进一步分析实施效果。结果显示，从活动完成程度、知识掌握程度以及个人能力提升程度等多个维度来看，学生的整体表现较好。
综合分析研究结果，本文认为辨析式教学在高中思想政治课中的运用研究具有显著的重要性和实效性，能有效帮助高中思想政治课教师更好地开展教学，能为进一步推进高中思想政治课堂教学改革和强化辨析注入新动力。

Discriminative teaching is a crucial teaching method in high school political courses. It plays a significant role in the new curriculum reform, the realization of the new curriculum concept, and the establishment of activity-based courses. In the "General High School Ideological and Political Curriculum Standards (2017 Edition, Revised 2020)" (hereinafter referred to as the new curriculum standards), it is recommended that we strengthen the discriminative aspect of the curriculum and guide students to choose a learning path with positive values. Nowadays, the ideological and cultural influences in society are complex, and there are many different viewpoints. For students, how to find the right and useful information from so much data is a big problem. Traditional teaching methods are not very effective in dealing with students' diverse thinking, and it is also difficult to guide their values effectively. Therefore, it is very necessary to study the role of discriminative teaching in high school political courses according to the requirements of the new curriculum standards.
In this context, this article explores the application of analytical teaching in high school politics courses, focusing on the following aspects: Firstly, through collating and analyzing literature, it defines analytical teaching in high school politics courses and reveals its main characteristics, including the speculative nature of content, authenticity of contexts, interactivity of activities, and the result-oriented approach. Secondly, it elaborates on the three principles that should be followed and the four key links that should be grasped in implementing analytical teaching. It also emphasizes the significance of analytical teaching in enhancing students' speculative abilities, transforming teaching methods, strengthening value guidance, and building activity-based courses. Thirdly, through questionnaires and interviews, some problems in the current analytical teaching of high school politics courses are identified, such as inadequate teaching design, inefficient teaching organization, rigid teaching evaluation, and superficial teaching reflection. Then, after clarifying these issues, specific implementation strategies are proposed for the design, organization, evaluation, and reflection of analytical teaching. Finally, taking "Correctly Understanding Chinese Traditional Culture" as an example, analytical teaching is designed and implemented in combination with these strategies, and the implementation effect is further analyzed through questionnaires and evaluation scales. The results show that students' overall performance is quite good in terms of activity completion, knowledge mastery, and personal ability improvement.
After comprehensive analysis of the research results, this article concludes that the application of analytical teaching in high school politics courses has very important and practical effects. It not only helps high school politics teachers to carry out teaching work more smoothly but also provides new impetus for promoting the teaching reform of high school politics courses and strengthening analytical abilities.