在大中小学思政课一体化建设中，大中小学各学段思政课的课程目标、课程内容、教学方式方法、课程教学评价等呈现循序渐进，逐步深化的特点。法治教育是大中小学思政课一体化建设的重要组成部分，在思政课一体化建设中，法治教育能够与其他内容相互配合，形成有机的教育体系，实现教育内容横向上的整体贯通以及纵向上的衔接递进，促进各学段之间的相互配合与协作，推动思想政治课教育目标的实现。

从整体上来看，大中小学思政课法治教育的指导思想一脉相承，始终坚持以马克思主义为指导；课程目标循序渐进，逐步深化，从规则意识到法治意识，从法治观念到法治意识和法治思维，逐步提升的法治知情意行；课程内容上下贯通、衔接递进、相互配合与协作，小学阶段主要学习了解基本的规则、法律法规，中学阶段学习掌握社会规则、宪法和法律、中国特色社会主义法治建设，大学阶段深入探究中国特色社会主义法治。

从各个学段来看，大中小学各学段之间的法治教育相互衔接、相互配合，形成有机的教育体系。高中思政课法治教育既衔接小学、初中所学的基础法律法规常识，深化对依法治国的认识，又为大学系统学习中国特色社会主义法治理论体系打下基础，起到承上启下的作用。本研究从大中小学思政课一体化的角度出发，系统分析大中小学法治教育的一体化，着重研究高中思政课法治教育，探讨高中思政课法治教育在法治教育一体化过程中发挥的作用。

本研究基于调查研究，分析高中思政课法治教育的现状，发现高中思政课法治教育取得了一定的成果，但仍存在一些问题。首先，教学目标不明确，学科核心素养目标落实不到位，这可能导致学生的学习目标略显欠缺。其次，教学内容缺乏整体性规划和设计，这在一定程度上忽视了不同学段教学内容的衔接。再次，教学方法较为传统、缺乏创新性和实践性。最后，教学评价较为单一、缺乏好的反馈机制也是需要关注的问题。通过深入研究和探索，本研究主要从完善教学内容、教学方式方法、教学评价等方面提出加强高中思政课法治教育建设的相关策略措施，提高法治教育的质量和水平。

In the integrated construction of ideology and politics courses in universities and primary and secondary schools, the course objectives, course contents, teaching methods and methods, and evaluation of teaching and learning of ideology and politics courses in all sections of universities and primary and secondary schools are characterized by gradual progress and deepening. Rule of law education is an important part of the integrated construction of ideological and political courses in universities, schools and elementary school, and in the integrated construction of ideological and political courses, rule of law education can cooperate with other contents to form an organic education system, realize the overall horizontal coherence of the educational content and the vertical articulation of the progression, promote the mutual cooperation and collaboration between various school segments, and promote the realization of the goals of the ideological and political course education.

As a whole, the guiding ideology of rule of law education in ideological and political courses in primary and secondary schools is the same, always adhering to the guidance of Marxism; the course objectives are progressive and deepening, from the awareness of the rule of law to the awareness of the rule of law, from the concept of the rule of law to the awareness of the rule of law and the thinking of the rule of law, and gradually enhance the knowledge of the rule of law, the knowledge of the rule of law and the intention of the behavior; the content of the course is consistent up and down, articulating and progressing, and cooperating and collaborating with each other. In the primary school stage, the primary school mainly learns to understand the basic rules, laws and regulations; in the secondary school stage, the secondary school learns to master the social rules, the Constitution and laws, and the construction of the rule of law of socialism with Chinese characteristics; and in the university stage, the university explores the rule of law of socialism with Chinese characteristics.

From the viewpoint of each academic level, the rule of law education between the university, secondary and elementary school levels articulates and cooperates with each other, forming an organic education system. Rule of law education in high school Civics and Politics class not only connects the basic laws and regulations learned in elementary and middle school, deepens the understanding of the rule of law, but also lays the foundation for the university systematic study of the theoretical system of the rule of law of socialism with Chinese characteristics, and plays the role of carrying on and starting from the beginning. This study systematically analyzes the integration of rule of law education in universities, secondary schools and elementary school from the perspective of the integration of Civics and Political Science classes in universities and secondary schools, focusing on the rule of law education in high school Civics and exploring the role played by the high school Civics and Political Science classes in the process of the integration of rule of law education.

Based on survey research, this study analyzes the current situation of rule of law education in high school Civics and Political Science class, and finds that the rule of law education in high school Civics and Political Science class has achieved certain results, but there are still some problems. First, the teaching objectives are not clear, and the core literacy objectives of the discipline are not implemented, which may lead to a slight lack of learning objectives for students. Secondly, there is a lack of holistic planning and design of teaching content, which to a certain extent neglects the articulation of the teaching content of different school segments. Thirdly, the teaching methods are traditional and lack of innovation and practicability. Finally, the teaching evaluation is relatively single and lacks a good feedback mechanism is also a problem that needs to be paid attention to. Through in-depth research and exploration, this study mainly proposes relevant strategies and measures to strengthen the construction of rule of law education in high school civics and political science classes from the aspects of improving the teaching content, teaching methods and methods, and teaching evaluation, so as to improve the quality and level of rule of law education.