在《普通高中思想政治课程标准（2017 年版）》中，强调以“问题情境”引导学生面 对生活世界的各种现实矛盾，在“问题情境”中合作探究，在“问题情境”中培养学生分 析解决问题能力，促进学科核心素养的培育。在此背景下，进行“问题情境”创设研究颇 具理论意义和实践意义。因此，本文将进行思想政治课教学问题情境创设研究。

     首先，基于国内外专家学者的研究成果，结合问题情境创设的“课标要求”，在“国 家教育资源公共服务平台”上精选出颇具借鉴意义的部级“优课”，并对其进行课例分析： 从部级“优课”的情境架构、问题设计和情境过程等方面切入分析，将其提炼为三大策略， 即“学科任务”分解策略、“情境问题”分层策略和“情境活动”过程策略。

     其次，在提炼出这些“众家之长”后，针对“如何将这些策略创新性、最优化地运用” 进行了细致探索：在“学科任务”分解策略运用上，要先理清知识逻辑脉络，再铺设情境 逻辑脉络；在“情境问题”分层策略运用上，要基于学生的学习起点梳理教学目标，并据 此教学目标建构问题逻辑，体现知识的内在维度和能力的多层水平；在“情境活动”过程 策略运用上，要优化情境呈现、创造合作氛围和建立评价机制，从而增强教学体验、引导 合作探究和反馈导向。 

    再次，结合教育实习机会，以《中国经济发展进入新时代》为例，对所提炼的“问题 情境”设计策略及其优化运用思路进行教育实验。为了解“问题情境”创设策略及其运用 思路的实施效果，开展教育实验测评、效果问卷调查，及时收集听课师生的教学效果反馈 意见。本次教育实验选取了两个水平相近的班级作为实验对象，其中的实验班严格按照“问 题情境”创设策略的教学设计授课，对比班则采用传统教学方式授课，随后进行即时测验 和延时测验，结果显示：“问题情境”创设策略有助于学生在情境中理解知识、运用知识 和构建完整的知识体系。对效果问卷调查的数据分析显示：问题情境受认可，情境活动体 验强，课堂教学效果佳。

     总之，本文直面“17 版新课标”的新要求，努力探究如何创设符合“活动型课程”教 育理念、“议题式教学”实施建议、引领学生开展“合作探究”的问题情境，并取得一些 微薄成果。由于教育实习所在的广东地区，2019 年秋季尚未实施“新课标新课程”，第 5 章“问题情境创设的教学设计”，是依照“新课标、旧课程、新教材”的过渡组合进行学 理阐释与教学实验，以便为全面实施“新课标新课程”作必要准备。“问题情境创设”是 当前思想政治课教学改革创新的重要应用性课题之一，有待今后继续深入研究。 

In the "Ordinary High School Ideological and Political Curriculum Standards (2017 Edition)", it is emphasized that the "problem situation" guides students to face various real-worldcontradictions in the life world, cooperates and explores in the "problem situation", cultivates the students' problem-analyzing and problem-solving abilities in the "problem situation", and promotes The cultivation of the core literacy of the discipline. In this context, it is of theoretical and practical significance to carry out research on the creative design of "problem situation".Therefore, this article will carry out research on the creative design of problem situation in the ideological and political course teaching.
     First of all, based on the research results of experts and scholars at home and abroad, combined with the "curriculum requirements" created by the problem situation, a "minorityclass" with reference significance is selected on the "National Educational Resources Public Service Platform" and Conduct lesson analysis: cut into the analysis from the context structure,problem design and situation process of the "excellent course" at the ministerial level, and refineit into three strategies: "disciplinary task" decomposition strategy, "situation problem" layeringstrategy and " "Situational Activity" process strategy.
    Secondly, after refining the "research results of experts", I conducted a detailed exploration of "how to use these strategies innovatively and optimally". For example, in the application of the "disciplinary task" decomposition strategy, it is necessary to sort out the logic of knowledge first, and then lay the context of contextual logic; in the application of the layered strategy of"situational problems", it is necessary to sort out the teaching goals based on the students' starting point of learning and teach accordingly The goal constructs the logic of the problem,reflecting the internal dimensions of knowledge and the multi-level level of ability; in the application of the process strategy of "situational activities", it is necessary to optimize the situational presentation, create a cooperative atmosphere and establish an evaluation mechanism to enhance the teaching experience, guide cooperative exploration and feedback Subject-oriented tasks.
    Thirdly, taking the opportunity of educational practice, taking "China's Economic Development into a New Era" as an example, an educational experiment is carried out on the refined "problem situation" design strategy and its optimized application ideas. In order to understand the "problem situation" creation strategy and the implementation effect of the application ideas, it carried out educational experiment evaluation and effect questionnaire survey, and collected feedback on the teaching effect of teachers and students who listened to the class in time. In this educational experiment, two classes with similar levels were selected as the experimental objects. The experimental class was taught strictly in accordance with the instructional design of the "problem situation" creative strategy, while the comparative class was taught using traditional teaching methods. The results of the time test show that the “problem situation” creative strategy is helpful for students to understand knowledge, apply knowledge and build a complete knowledge system in the situation. The data analysis of the effect questionnaire survey also proves that the problem situation is recognized, the situation activityexperience is strong, and the classroom teaching effect is good.

     In short, this article directly confronts the new requirements of the "17th Edition New Curriculum Standards", and strives to explore how to create a problem scenario that conforms tothe educational concept of "active curriculum", the implementation of "issue-based teaching",and leads students to carry out "cooperative inquiry" and obtain some Meager results. Due to theGuangdong area where the educational internship is located, the “new curriculum standard and new curriculum” has not yet been implemented in the autumn of 2019. Chapter 5 “Instructional Design for Problem Situation Creation” is a transitional group based on the “new curriculum standard, old curriculum, and new textbooks” The academic interpretation and teaching experiment of the cooperative  comparison system in order to make the necessary preparations for the full implementation of the "new curriculum standard and new curriculum". "Creative Design of Problem Situation" is one of the important application-oriented topics in the current teaching reform and innovation of ideological and political courses, which needs to be further studied in the future.