一例到底教学法是对教学资源整合优化的一种方法，用来解决当前课堂中运用无结构性的资源所造成教学内容分割、学生欠缺深度思考、教学效率较为低下的问题。一例到底教学法在各个学科中都有应用，而高中政治学科中对此教学法的研究和实践最多。但是在理论与实践方面都存在一些不足，本文对此展开研究。

在理论方面，最大问题在于部分学者考虑一例到底教学法的本质时将“例”局限于素材、例子，而没有将其拓展到教学资源的层面，这也导致了对“一例到底”应用的研究比较局限于“讲授教学模式中如何将例子优化，从而进行结构化教学”，缩小了其研究范围。所以本文在文献研究、理论研究的基础上，重新对一例到底教学法的核心概念进行界定，“一”不仅仅是之前研究所提出来的“一个例子覆盖所有知识点”，而是指一个或一组教学资源。如果是一组教学资源，就是指为了一个主题对多个资源进行结构整合优化；“例”不局限于之前所提出的“工程、人物、公司、话题、国家政策等素材”，而是拓展的“体验教学中的情境、探究教学的问题、应用练习中的题目、实践教学中的项目”；“到底”不仅是一个课时，也可以是更大范围。

此外，有些学者混淆了一例到底教学法与案例教学模式之间的关系，认为前者来自于后者，这种观点一方面没有深刻理解教学法与教学模式之间的关系，另一方面会阻碍将一例到底教学法运用于多种教学模式的研究。所以本研究既从性质、来源、思路三个方面对两者进行了区分，也对一例到底教学法的应用途径做了梳理，最基础的是将“例”用于讲授教学中的材料来实现“一材到底”；再将其拓展“例”用于探究教学中的问题实现“一问到底”、用于体验教学中的情境实现“一境到底”、用于实践教学中的任务实现“一项到底”、用于应用练习中的题目实现“一题到底”。

在实践方面，经过调查发现最大的不足在于不能在各种教学模式中有效、系统地优化“一例”，主要表现在选取“一例”时缺乏目标性、整合“一例”时缺乏系统性、实施“一例”时缺乏灵活性。深入分析其原因，除了对一例到底教学法的研究并不深入、部分教师对此教学法的本质认识不清之外，主要是缺乏优化思维与方法、设计能力与实施能力都有待提高。比如设计时不能较好地利用“一例”突破教学重难点、只是机械地去覆盖所有知识点，挖掘“一例”并不深入，不能系统性、结构化地设计；实施时由于部分教师掌握各种教学模式的本质，所以不能做到两者的深度融合，使一例到底教学法在课堂中难以发挥出最大的效果。

因此，本文为一线高中思想政治课教师法更好地运用一例到底教学法提出以下优化策略。第一，要提高教师运用一例到底教学法的理论素养。只有学习了教学资源优化、教学法应用于教学模式的理论、教学设计理论，才能更好地运用理论指导实践。第二，提高教师对“一例”资源的选择能力，每种教学模式都要选择的合适的“一例”。第三，提高教师对一例到底教学法的设计能力。设计方法和思维都会影响能力的发挥，要对材料进行科学取舍、把握探究问题之间的联系、体验情境之间的关系、理清任务之间的联系、优化题目依托的素材。第四，提高教师实施一例到底教学法的能力。在不同的教学模式中要实现不同的效果，比如在讲授教学模式中提升学生主动参与的能力，在体验教学模式中提升激发学生情感的能力。

为了测验策略的有效性，根据所提建议对《哲学与文化》第二单元的第六课进行了教学设计，分别对一例到底教学法运用于每种教学模式进行实施，其中第一框“价值与价值观”运用讲授教学模式；第二框“价值判断与价值选择”运用探究教学模式；第三框“价值的创造与实现”运用体验教学模式，这一课内容全部结束后，运用应用练习和实践教学模式。实施完之后向学生发放问卷。在对学生反馈、教学效果等方面进行全面反思的基础上，本文认为围绕教学主线对所收集到的材料进行优化，而不是直接将素材堆砌，可以较好地在实际教学过程中达到结构教学、促进学生深度学习的效果。同时根据学生反馈结果，建议教师不要局限于将一例到底教学法应用于基本的讲授教学模式，更希望将其运用于体验教学、探究教学、实践教学与应用练习中，能够发挥较为明显的效果。

The one-to-one approach is a method of integrating and optimizing teaching resources to solve the problems of segmented content, lack of deep thinking among students, and low teaching efficiency caused by the use of unstructured resources in the current classroom. The one-size-fits-all approach has been applied in various disciplines, and it has been studied and practiced most in politics. However, there are some shortcomings in both theory and practice, which are studied in this paper.

In the theoretical aspect, the biggest problem is that some scholars consider the essence of "one example to the end" teaching method by limiting "example" to materials and examples, but not expanding it to the level of teaching resources, which also leads to the research on the application of "one example to the end" being limited to This has led to the research on the application of "one example to the end" being limited to "how to optimize the examples in the lecture mode for structured teaching", which has narrowed the scope of the research. Therefore, based on the literature and theoretical research, this paper redefines the core concept of "one example to the end" teaching method, which is not only "one example covering all knowledge points" as proposed in the previous research, but also refers to one or a group of teaching resources. If it is a group of teaching resources, it means the structural integration and optimization of multiple resources for a topic; "example" is not limited to the previously proposed "materials such as projects, people, companies, topics, national policies, etc.", but is expanded to include The "example" is not limited to the previously proposed "engineering, people, companies, topics, national policies, etc.", but is expanded to include "situations in experiential teaching, problems in inquiry teaching, topics in application exercises, and projects in practical teaching"; "to the end" is not only a class period, but also a larger scope.

In addition, some scholars confuse the relationship between one-to-the-bottom teaching method and case-based teaching mode, thinking that the former comes from the latter. This view does not deeply understand the relationship between teaching method and teaching mode on the one hand, and hinders the research of applying one-to-the-bottom teaching method to various teaching modes on the other. Therefore, this study not only distinguishes the two from the nature, source and idea, but also sorts out the ways of application of one-example-to-the-end pedagogy, the most basic of which is to use "example" to teach the material to achieve "one-material-to-the-end"; then expand it to The "example" is used for questions in inquiry teaching to achieve "one question to the end", for situations in experience teaching to achieve "one situation to the end", for tasks in practical teaching to achieve The "one item to the end" is used in practical teaching, and the "one problem to the end" is used in application practice.

In practice, we found that the biggest deficiency lies in the inability to effectively and systematically optimize "one example" in various teaching modes, mainly in the lack of target when selecting "one example", the lack of systematization when integrating "one example", and the lack of implementation of "one example". The main manifestation is the lack of target when selecting "one example", the lack of systematization when integrating "one example", and the lack of flexibility when implementing "one example". In-depth analysis of the reasons for this, in addition to the fact that the research on the teaching method of one example to the end is not deep, some teachers do not know the essence of this teaching method, mainly because of the lack of optimization thinking and methods, design ability and implementation ability are to be improved. For example, when designing, they cannot make good use of "one example" to break through the important and difficult points of teaching, and only cover all the knowledge points mechanically, and do not dig "one example" deeply enough, and cannot design systematically and structurally; when implementing, because some teachers master the essence of various teaching modes, they cannot integrate them deeply. Therefore, it is difficult for the teaching method of one example to bring out the maximum effect in the classroom because some teachers have mastered the essence of various teaching modes and therefore cannot achieve the deep integration of the two.

Therefore, this paper proposes the following optimization strategies for front-line high school ideology and politics teachers to better use the teaching method of one example to the end. First, to improve the theoretical literacy of teachers using one example to the end teaching method. Only after learning the theory of teaching resource optimization, pedagogy applied to teaching mode, and teaching design theory, can they better use the theory to guide their practice. Secondly, teachers should improve their ability to select "one example" resources and choose the appropriate "one example" for each teaching mode. Third, to improve teachers' ability to design the teaching method of one example to the end. The design method and thinking will affect the ability to make scientific selection of materials, to grasp the connection between inquiry questions, to experience the relationship between situations, to clarify the connection between tasks, and to optimize the material on which the topic is based. Fourth, to improve teachers' ability to implement the one-example-to-the-end teaching method. Different effects have to be achieved in different teaching modes, such as enhancing students' ability to actively participate in the lecture teaching mode and enhancing the ability to stimulate students' emotions in the experience teaching mode.

In order to test the effectiveness of the strategy, the sixth lesson of the second unit of Philosophy and Culture was designed according to the suggestions made, and the teaching method was applied to each teaching mode in one case and in the other. The first frame "value and value" was taught in the lecture mode; the second frame "value judgment and value choice" was taught in the inquiry mode; the third frame "creation and realization of value" was taught in the experience mode, and after the lesson was completed, the application exercises and practical teaching mode were applied. After the implementation, questionnaires were distributed to students. 101 questionnaires were distributed and 99 questionnaires were collected, and the situation of each teaching mode was consistent. Based on the comprehensive reflection on students' feedback and teaching effects, this paper concludes that optimizing the collected materials around the main teaching line rather than directly piling up the materials can better achieve the effect of structuring teaching and promoting students' deep learning in the actual teaching process. At the same time, based on students' feedback, it is suggested that teachers should not be limited to applying the one-example-to-the-end teaching method to the basic lecture teaching mode, but prefer to apply it to experiential teaching, inquiry teaching, practical teaching and application practice, which can play a more obvious effect.