议题式教学近年来伴随新课程改革顺利落实，越来越多学者和一线教师纷纷展开对议题式教学的研究。问题链作为议题式教学的重要组成部分，是议题展开的重要纽带，对于议题式教学的有效展开意义重大。因此，如何围绕议题科学的设计问题链是当前高中思想政治课教学需要研究的重点。本研究主要从以下四个方面展开论述：

第一，从剖析议题式教学问题链设计的概念入手，明确了思想政治课议题式教学问题链的特点以及进行问题链设计的必要性，为下文展开议题式教学问题链设计策略的研究提供理论依据。

第二，通过访谈法，观察分析法以及问卷调查法调查当前思想政治课议题式教学问题链设计的现状，分析总结了当前思想政治课议题式教学问题链设计存在的问题。整理调查数据可知，目前议题式教学问题链设计的问题主要集中于五个方面：问题链结构中核心议题来源单一、问题链偏离目标导向、问题链情境创设不合理、问题链缺乏层次性和逻辑性、问题链设计偏于知识性。对问题链设计所暴露出的问题追溯成因，主要集中于三个方面：首先，问题链设计依据存在偏差；其次，部分教师问题链设计意识比较淡薄；最后，传统应试教育功利化影响。

第三，在明确议题式教学问题链设计现有问题及成因的基础上进行议题式教学问题链设计的优化策略研究。首先，确定议题式教学问题链设计的依据，为议题式教学问题链设计找准方向，其次，明确议题式教学问题链设计的原则，为问题链设计研究奠定了一定科学基础，最终设计出议题式教学问题链设计的优化策略，主要分为四个方面：遵循目标导向，确定引领性核心议题；围绕议题中心，创建问题链情境；梳理逻辑路径，构建结构化子问题链；依据素养指向，制定评价指标体系。    

第四，选取《我国的社会主义市场经济体制》一课进行议题式教学问题链设计与实施，并通过教师观摩评价和学生问卷统计测评检验该议题式教学问题链设计的适用性与可操作性。依据教师和学生的反馈结果，反思议题式教学问题链设计的优点与不足，并基于此提出议题式教学问题链设计的优化方向。

本文结合教学实践和综合调查对思想政治课议题式教学问题链设计作了较为系统的研究，较以往研究成果有一定突破，以期为一线教师在思想政治课议题式教学问题链设计上提供有益参考，以此提高课堂教学实效，落实培育学生学科核心素养的目标。

 Issue-based teaching has been successfully implemented along with the new curriculum reform in recent years, and more and more scholars and front-line teachers have been conducting research on issue-based teaching. As an important part of issue-based teaching, question chain is an important link for the development of issues, which is significant for the effective development of issue-based teaching. Therefore, how to scientifically design issue chains around issues is the focus of the current research in high school ideology and politics class teaching. This study focuses on the following four aspects.

First, starting from the analysis of the concept of issue-based teaching problem chain design, the characteristics of issue-based teaching problem chains in ideology and politics classes and the necessity of problem chain design are clarified to provide a theoretical basis for the following research on issue-based teaching problem chain design strategies.

Secondly, the current situation of issue-based teaching problem chain design in ideology and politics class is investigated through interview method, observation and analysis method and questionnaire survey method, and the problems of issue-based teaching problem chain design in ideology and politics class are analyzed and summarized. The survey data show that the current problems of issue-based teaching problem chain design are mainly focused on five aspects: single source of core issues in the problem chain structure, problem chain deviates from goal-oriented, unreasonable problem chain context creation, lack of hierarchy and logic in the problem chain, and knowledge-oriented problem chain design. The causes of the problems revealed by the problem chain design are mainly focused on three aspects: firstly, there are deviations in the basis of the problem chain design; secondly, some teachers' awareness of the problem chain design is relatively weak; finally, the influence of traditional exam-oriented education is utilitarian.

Thirdly, on the basis of clarifying the existing problems and causes of issue-based teaching problem chain design, we conduct research on the optimization strategies of issue-based teaching problem chain design. Firstly, the basis of issue-based teaching problem chain design is determined to find the right direction for issue-based teaching problem chain design; secondly, the principles of issue-based teaching problem chain design are clarified to lay a certain scientific foundation for problem chain design research, and finally the optimization strategies of issue-based teaching problem chain design are designed, which are mainly divided into four aspects: following the goal-oriented, determining the leading core issues; creating problem chain situations around the issue center; sorting out the logical paths; and creating the core issues. The main aspects are: following the goal-oriented approach, determining the leading core issues; creating problem chains around the issue center; sorting out the logical paths and constructing structured sub-problem chains; and formulating the evaluation index system based on the literacy orientation.    

Fourthly, the lesson "China's Socialist Market Economy System" was selected to design and implement the issue-based teaching problem chain, and the applicability and operability of the issue-based teaching problem chain design were tested through teachers' observation and students' statistical evaluation. Based on the feedback from teachers and students, we reflect on the strengths and weaknesses of the issue-based teaching problem chain design, and propose the direction of optimizing the issue-based teaching problem chain design.

This paper combines teaching practice and a comprehensive survey to make a systematic study on the design of issue-based teaching problem chains in ideology and politics classes, which is a breakthrough compared with previous research results, in order to provide useful references for front-line teachers in the design of issue-based teaching problem chains in ideology and politics classes, so as to improve the effectiveness of classroom teaching and implement the goal of cultivating students' core literacy in the subject.