《普通高中思想政治课程标准（2017年版2020年修订）》（以下简称“新课标”）把高中思想政治课程定位为活动型学科课程，在教学中注重学科思维的培育，并在教学实施建议中明确提出了“强化辨析，选择积极价值引领的学习路径”。辨析式教学是构建活动型学科课程的一种有效形式，具有主体性、趣味性、互动性和思辨性特征。通过设置思辨性的辨析主题、创设真实客观的辨析情境以及组织丰富多样的辨析活动，培养学生的思辨能力以及批判性思维，进而提升其核心素养，达成有效的价值引领。《哲学与文化》是统编版高中思想政治必修教材之一，不仅深入阐述了马克思主义哲学与文化基本理论，而且通过讨论种种现实问题，引导学生了解人类社会的历史和现状，深蕴思想价值，聚焦文化自信，极具思辨性与逻辑性。为了将新教材所带来的教学变化真正地融入到课堂实践之中，教师需要把课程的重点转向促进学生成长和自我发展。在《哲学与文化》教学中，教师可以采用辨析式教学，通过各种环节（例如确立辨析主题、创设辨析情境、提出辨析问题、组织辨析活动以及评价总结升华等），引导学生根据所学知识和个人经验对复杂社会现象进行理性分析和价值判断，纠正错误的价值取向，实现有效价值引领。

本文主要采用问卷调查、深度访谈以及课堂观察的研究方法对辨析式教学在《哲学与文化》展开应用研究。本文首先对国内外辨析式教学的研究成果进行综述，并详细阐述了辨析式教学的概念、特点、基本路径以及在《哲学与文化》中的类型划分。其次，本文通过实地调研当下辨析式教学在《哲学与文化》教学应用中存在的问题和原因，发现辨析式教学在《哲学与文化》应用中存在以下问题：辨析主题设计不够合理、辨析情境创设缺乏吸引力、辨析问题设计不具思辨性、辨析活动学生参与度不高、辨析评价重知识轻价值等。经分析，制约辨析式教学高效开展是由部分思政课教师对辨析式教学的认知和能力不足以及辨析式教学评价乏力这两个主要原因造成的。在明确现存问题和成因的基础上，提出辨析式教学在《哲学与文化》运用中的应用策略，一是要“明晰辨析主题，引领价值方向”，二是要“创设辨析情境，触发情感体验”，三是要“巧设辨析问题，直面价值冲突”，四是要“丰富辨析活动，体验探究过程”，五是要“优化辨析评价，促进深度学习”。最后，以实证研究为手段，采用《社会历史的主体》作为实践课例进行探究，证明辨析式教学在《哲学与文化》教学中应用的实效性，并从中为高中思政教师在运用辨析式教学时提供启示和参考。

The "Standard for Ideological and Political Courses in Ordinary High Schools (Revised in 2017 and 2020)" (hereinafter referred to as the "New Curriculum Standard") positions the ideological and political courses in high schools as activity oriented subject courses, emphasizing the cultivation of subject thinking in teaching, and explicitly proposing in the teaching implementation suggestions "strengthening discrimination and choosing a learning path guided by positive values". Discriminatory teaching is an effective form of constructing activity oriented subject courses, with characteristics of subjectivity, interest, interactivity, and speculation. By setting up a dialectical theme, creating a real and objective situation and organizing a variety of activities, students' speculative ability and critical thinking can be cultivated, and their core quality can be improved, so as to achieve effective value guidance. Philosophy and Culture "is one of the compulsory textbooks for high school ideological and political education in the unified edition. It not only deeply elaborates on the basic theories of Marxist philosophy and socialist culture with Chinese characteristics, but also guides students to understand the history and current situation of human society by discussing various practical issues. Deeply imbued with ideological value, focused on cultural confidence, highly speculative and logical. In order to truly integrate the teaching changes brought about by the new textbooks into classroom practice, teachers need to shift the focus of the curriculum towards promoting student growth and self-development. In the course "Philosophy and Culture", teachers can adopt a dialectical teaching method, guiding students to conduct rational analysis of complex social phenomena based on their knowledge and personal experience through various links (such as establishing a dialectical theme, creating a dialectical situation, raising dialectical questions, organizing dialectical activities, and evaluating and summarizing sublimation). This teaching method not only consolidates students' knowledge reserves, but also explores and enhances their thinking and judgment abilities during the analysis process, cultivating core disciplinary literacy.

This article mainly uses research methods such as questionnaire survey, in-depth interviews, and classroom observation to conduct applied research on dialectical teaching in Philosophy and Culture. This article first reviews the research achievements of analytical teaching both domestically and internationally, and elaborates in detail on the concept, characteristics, basic paths, and classification of analytical teaching in Philosophy and Culture. Secondly, this article conducts on-site research on the current application status of dialectical teaching in the teaching of Philosophy and Culture, as well as the existing problems and reasons. Through research, it can be seen that there are the following problems in the application of dialectical teaching in Philosophy and Culture: the design of dialectical themes is not reasonable enough, the creation of dialectical situations lacks attractiveness, the design of dialectical problems is not speculative, the participation of students in dialectical activities is not high, and the emphasis on knowledge over value in dialectical evaluation. After analysis, it is mainly due to the insufficient understanding and ability of some ideological and political course teachers towards discriminative teaching, as well as the lack of evaluation of discriminative teaching, which restricts the efficient development of discriminative learning. On the basis of clarifying the existing problems and causes, this paper proposes optimization strategies for dialectical teaching in the application of Philosophy and Culture. Firstly, it is necessary to "clarify the theme of discrimination and lead the direction of value", secondly, it is necessary to "create a dialectical situation to trigger emotional experience", thirdly, it is necessary to "cleverly design dialectical problems to face value conflicts", and fourthly, it is necessary to "enrich dialectical activities and experience the process of exploration", The fifth is to "optimize discrimination and evaluation, promote deep learning". Finally, by means of empirical research, the subject of social history is used as a practical lesson to explore, to prove the effectiveness of the application of dialectical teaching in the teaching of Philosophy and Culture, and to provide enlightenment and reference for high school ideological and political teachers in the application of dialectical teaching.