为深入贯彻高中新课标基本理念，将项目式教学恰当运用于高中思想政治课教学中，着力培养思想政治学科核心素养，已成为思政课教学改革创新的一大趋势。项目式教学目前已成为一种崭新的教学方法，它始终强调以核心素养为目标、以学生为实践主体、以真实情境为载体、以问题解决为主线、以可视化成果为导向，这些构成要素使得项目式教学具备了主导性与主体性相统一、实践性与理论性相统一、政治性与学理性相统一、真实性与驱动性相统一的特征与优势，这与我国思想政治课程培养目标和课程性质高度契合，也与我国思想政治课程实施相适应，同时与思想政治教材内容紧密联系。基于此，可尝试在高中思想政治课中使用项目式教学，若运用得当，能提高学生兴趣与能力，增强思政课教学效果，实现政治学科核心素养的培养目标；同时也可以帮助教师多维度成长，提升教育教学专业技能。

但同时也要清醒地认识到：并不是所有班级所有学生都适合这一教学方法，项目式教学也并非适用于所有课堂。通过前期文献梳理和研究发现：项目式教学在我国思想政治学科研究领域取得了一些成绩，但仍面临问题，诸如研究浮于表面不够细化，导致可操作性不强；大多数研究把项目式教学作为国外引入的新方法，忽视本土化；项目式教学内容在跨学科类研究偏少，很少有学科融合。为进一步探究其本质，实习期间通过对三所公立高中的实地调研，发现项目式教学在实施中出现了教学目标不够清晰、驱动性问题缺乏新意、实施过程未实时沟通、评价体系不够成熟等问题，究其原因，主要在于项目式教学对时长要求高导致实施难度大，高中思政课本知识容量大教学任务重，教师缺乏项目式教学技能开展频率低，学生受旧有模式影响主动性差，学校和社区缺乏有效支持保障性弱。基于此，本文基于高中思想政治课程标准，结合高中思想政治课教材内容并参考项目式教学的特征和实施流程，根据高中生实际学习情况，从‘完善项目自身，推动其融入思政课堂’角度出发，提出精选项目主题，确定项目方向、细讨项目目标，实现素养导向、巧设驱动问题，激发探索欲望、严守评价体系，助力项目实施的策略；从‘初探项目模式，渗透项目式教学精髓’出发，提出项目微型化，汲取项目式教学优势、分散实施，渗透项目式教学要素、资源整合，尝试跨学科项目式教学的策略；另外，从‘师生校共同合力，推动项目式教学落地’这个角度出发，得出教师要转变观念提升教学能力，学生要学会学习加强自我教育，学校要投入资源完善保障机制。最后，本文以《经济与社会》第二课的教材内容为例，通过“探究市场与政府在资源配置中的作用——以珠海市共享单车乱象问题调研与整治为例”的项目式教学实施，进行项目式教学效果检验与反思。

Thorough application of the basic concepts of integrity of ideological and political courses and active disciplinary courses in high school, the correct use of project teaching in teaching ideological and political courses in high school, and the development of basic skills in ideological and political disciplines. As a new teaching method, project-style teaching always emphasizes that the aim of the charter skills is to, students as the main body of practice, real situations as carriers, solving problems as the main line, and visual results. It has the characteristics and advantages of dominance and subjectivity, unified practicality and theoretical, political and academicity, and unity of authenticity and driving.After implementing the ideological and political curriculum of my country, it is also consistent with the implementation of the ideological and political curriculum of my country and is closely linked to the content of ideological and political textbooks. Based on this, you can try using project-style teaching in high school ideological and political courses. Grow up and improve education and teaching skills.

But at the same time, we must also be soberly realized that not all students in all classes are suitable for this teaching method, and project teaching is not suitable for all classrooms. Through the previous literature sorting and research, it is found that project teaching has achieved some achievements in the field of ideological and political disciplines in my country, showing a stable and good situation, but still facing problems. Strong; most of the research uses project -based teaching as a new method introduced by foreign countries to ignore localization; project -type teaching content is less in interdisciplinary studies, and few disciplines are fused. In order to further explore its essence, through field surveys of the three public high schools during the internship, it was found that project teaching has appeared in the implementation of insufficient teaching goals, lack of new ideas for driving sex, unrealistic communication process, and insufficient evaluation systems such as maturity. The reason is that the project -based teaching is difficult to implement the high requirements of duration. The teaching tasks of high school ideological and political textbooks are heavy. Teachers lack project -style teaching skills low frequency. Students are influenced by old models. The community lacks effective support for support. Based on this, this article is based on the standards of ideological and political curriculum in high school, combined with the content of textbooks of ideological and political courses in high school and with reference to the characteristics and application process of project learning. According to the actual learning situation of secondary school students, from the improvement of the project，promote its integration into the ideological and political classroom 'angle' angle 'angle' angle 'angle' angle 'angle' Starting, propose the theme of selecting projects, determine the direction of the project, discuss the project goals, realize literacy orientation, set a driving problem, stimulate the desire to explore, strictly adhere to the evaluation system, and help the implementation of the project implementation; Starting the essence, propose project miniaturization, draw the advantages of project -type teaching, disperse implementation, penetrate project teaching elements, resource integration, and try the strategy of interdisciplinary project -type teaching; Starting from the perspective of landing, it is obtained that teachers must change their concepts and improve their teaching skills. Students must learn to learn to strengthen self -education. Finally, this article takes the content of the textbooks in the second lesson of "Economy and Society" as an example. Through the "Inquiry of the Market and the Government in Resource Configuration -Taking the Project Teaching and Reform of the Bicycle Sharing of Bicycles in Zhuhai as an example" Implement, conduct project -style teaching effect inspection and reflection.