《普通高中思想政治课程标准（2017 版 2020 修订）》提出要围绕议题展开教学， 带领学生直面社会现实中的复杂困境，强调要构建具有综合性的真实问题情境，提升学生 的综合能力。时政资源直击社会现实，合理利用时政资源可以有效的提高学生运用学科知 识应对各种复杂社会生活情境的能力。在具体教学中如何将时政资源与议题式教学融合起 来，是值得深入研究的新课题。 本研究以时政资源在高中思想政治议题式教学中的运用为研究对象，围绕议题式教学 的四大要素：议题、情境、活动和评价，对如何利用时政资源进行议题设置、情境创设、 活动组织、评价反馈进行深入探究。全文分四个部分展开论述。 首先，从理论依据层面，分析时政资源在思想政治议题式教学中的运用价值，具体表 现为：时政资源是议题设置的重要切入口；是情境创设的重要素材来源；是丰富议题式教 学活动的重要载体。进而从核心、前提、关键、路径等方面具体阐述在议题式教学中运用 时政资源的基本要求。其次，从现实依据层面，通过调查客观分析时政资源在高中思想政 治议题式教学运用中存在以下主要问题：时政资源聚焦不足，议题设置缺乏价值引领性； 时政资源挖掘不深，情境创设缺乏深度；时政资源广度不够，活动组织形式单一；时政信 息获取偏重知识性，忽视整体把握性。并在揭示问题的基础上进一步对问题成因进行剖析。 再次，针对问题和原因提出针对性的解决对策。具体而言，分别从议题设置、情境创设、 活动组织、评价反馈等方面提出将时政资源运用于高中议题式教学的完整运用策略。在议 题设置方面，指出要在促进学生发展的基础上，结合教学中的重点和难点，围绕学科大概 念构建出序列化、层次性具有时代性的议题；在情境创设方面，主张将时政事件的背景、 起因、发展脉络、发展态势与知识自身的逻辑结构、功能和状态相结合；在活动组织方面， 结合议题收集资料进行时政播报，围绕问题情境开展多种时政活动，紧扣议题组织地方性 社会实践活动；在运用评价方面，围绕教师利用时政资源设置的议题和创设情境的具体情 况，建立评价量表；为一线教师提供具体的可操作建议。最后，根据所提出的运用策略进 行具体的教学设计，选取 2020 年的最大时政热点新冠肺炎疫情，结合《生活与哲学》中 的第十二课第三框题“价值的创造与实现”进行教学实践，并进行教学反思与总结。 本研究将时政资源与议题式教学相结合，探究如何将时政资源融入到议题设置、情境 创设、活动组织和评价反馈之中，实现二者的深度有机融合，以期对时政资源在高中思想 政治议题式教学的高效、高质运用有所启发及帮助。

The "Ordinary High School Ideological and Political Curriculum Standards (2017 Edition 2020 Revision)" proposes to focus on topics to lead students to face the complex dilemmas in social reality, emphasizes the need to build comprehensive real problem situations, improve students' comprehensive ability, and at the same time Pay attention to the examination of students' ability to integrate knowledge and integrate theory with practice in real situations. Current affairs resources directly hit social reality and are close to students' lives. The rational and efficient use of current affairs resources can effectively improve students' ability to use subject knowledge to deal with various complex social life situations. How to integrate current affairs resources with topic-based teaching in specific teaching is a new topic worthy of in-depth study.This research takes the application of current political resources in high school ideological and political issue-based teaching as the research object, and focuses on the four elements of issue-based teaching, context, activity, and evaluation, and how to use current political resources for issue setting, context creation, activity organization, and Evaluation feedback is conducted for in-depth exploration, and relevant research results are specifically applied to practical teaching. The full text is divided into four parts to expand the discussion. First of all, from the level of theoretical basis, analyze the application value of current affairs resources in ideological and political topic-based teaching. The specific expression is that current affairs resources are an important entry point for topic setting; they are an important source of material for situation creation; and they are enriching topic-based teaching activities. Important carrier. Then, it elaborates the basic requirements of applying current affairs resources in topic-based teaching from the core, premise, key, path and other aspects. Secondly, from the level of realistic basis, through field investigations, objective analysis of current affairs resources in the application of high school ideological and political topic teaching has the following main problems: the setting of current affairs topics lacks value guidance; the creation of current political situations lacks depth; the form of activities is single. Ignore social practice activities;
III pay attention to knowledge examination and ignore the main problems of classroom teaching behavior evaluation; and further analyze the causes of the problems on the basis of revealing the problems. Thirdly, specific solutions are proposed for the problems and causes. Specifically, it puts forward a complete application strategy for applying current affairs resources to high school issue-based teaching from the aspects of issue setting, context creation, activity organization, application evaluation, etc. In terms of topic setting, it is pointed out that on the basis of promoting the development of students, combining the key points and difficulties in teaching, a serialized and hierarchical topic of the times should be constructed around the major concepts of the subject; in the context of creation, it is advocated that current affairs should be taken into account. The background, cause, development context of the knowledge are combined with the logical structure, function and status of the knowledge itself; in the aspect of activity organization, it combines the topic collection data to carry out current affairs broadcast, and carries out a variety of current affairs activities around the problem situation; in the aspect of application evaluation, it focuses on teachers Use current political resources to set up issues and create specific conditions of the situation to establish an evaluation scale;and provides specific and actionable suggestions for partial teachers. Finally, specific teaching design is carried out according to the proposed application strategy, and the largest current political hot spot in 2020, the new crown pneumonia epidemic, is combined with the third box title of Lesson 12 in "Life and Philosophy" for teaching practice. , And conduct teaching reflection and summary. This research combines current affairs resources with topic-based teaching, and explores how to integrate current affairs resources into topic setting, context creation, activity organization, and evaluation feedback, so as to achieve a deep and organic integration of the two, with a view to understanding current affairs resources in high school ideological and political topics The high-efficiency and high-quality application of teaching-style teaching is inspiring and helpful.