《普通高中思想政治课程标准（2017年版2020年修订版）》指出高中思想政治课是一门综合性的活动型学科课程。为了体现这一学科性质，部编版高中思想政治教材在内容上进行了优化设计，增设了大量的“探究与分享”栏目。《经济与社会》教材中的“探究与分享”栏目依托真实的经济生活情境，将学科知识和经济生活情境紧密地结合起来，设置了两至三个问题供学生进行活动探究、分享观点，能够满足学生探究与分享的需要，为开展探究活动提供很好的平台，是实施活动型学科课程的重要载体，培育学科核心素养的重要路径。

在对《经济与社会》教材中“探究与分享”栏目的文本进行分析之后，可以发现该栏目具有实践性、情境性等特点。本文依据栏目位置以及功能不同，把栏目分为导入新课类和释疑解惑类，并提出教师在运用栏目的过程中应该遵循适度性原则、时效性原则、灵活性原则以及自主性原则。

通过问卷、访谈以及课堂观察可以发现不少教师都表示比较重视并希望能够在教学中较好地运用“探究与分享”栏目，学生在教师的指导下也较为重视并能参与到“探究与分享”活动中。但在实际运用的过程中就出现过于重视知识讲解、探究活动形式化、引导学生参与探究不足等问题。而造成这种问题的主要原因有教师对“探究与分享”栏目认知程度和运用能力有待提高，主要表现为：对“探究与分享”栏目价值缺乏合理认识，运用栏目能力较弱，课后缺少深入的教研反思。

结合栏目分析以及实际调查，本研究针对有效运用“探究与分享”栏目提出一些策略，希望能够提高栏目运用效果：课前，思想政治课教师应该精读教材内容和栏目内容，做好学情分析，并依据教学目标及时优化栏目内容，从而精心设计“探究与分享”栏目运用方案；课上，教师应积极优化探究情境加强学生对栏目的探讨，并根据栏目内容创新教学方式，在探究的过程中要注重引导学生加强对话交流，并不断优化评价机制，还可以将栏目转化为课后作业，在课堂上灵活运用栏目教学，以切实提高栏目运用效果；课后，教师应该加强对栏目运用反思和教学研究，还可以参加专题栏目竞赛活动，不断增强运用栏目的能力。

最后，本研究以《经济与社会》教材中第二课第一框《使市场在资源配置中起决定性作用》一课为例，在实际教学中运用本研究提出的栏目运用策略，并反思在栏目运用的过程中存在的不足，以进一步改进栏目的运用策略。

The General High School Ideology and Politics Curriculum Standards (2017 Edition 2020 Revised Edition) states that high school ideology and politics is a comprehensive, activity-based subject course. In order to reflect this nature of the subject, the Ministry's version of the high school ideology and politics textbook has been optimized in terms of content design, with a large number of "inquiry and sharing" sections. The "Inquiry and Sharing" section in the Economics and Society textbook relies on real economic life situations and closely combines subject knowledge with economic life situations, setting two to three questions for students to explore and share their views. It is an important vehicle for implementing an activity-based subject curriculum and an important path for cultivating core literacy in the subject.

After analyzing the text of the "Explore and Share" section in the Economics and Society textbook, we can find that the section is practical and contextual in nature. According to the location and function of the column, this paper classifies the column into the category of introducing new lessons and the category of solving doubts and questions, and suggests that teachers should follow the principles of appropriateness, timeliness, flexibility and autonomy in the process of using the column.

Through questionnaires, interviews and classroom observations, we can find that many teachers pay more attention to and hope to use the "inquiry and sharing" column in teaching, and students also pay more attention to and can participate in the "inquiry and sharing" activities under the guidance of teachers. However, in the process of actual use, there are problems such as too much emphasis on knowledge explanation, formalized inquiry activities, and insufficient guidance for students to participate in inquiry. The main reason for this problem is that teachers' cognition and ability to use the "inquiry and sharing" column need to be improved, mainly because of the lack of reasonable understanding of the value of the "inquiry and sharing" column, the weak ability to use the column, and the lack of in-depth teaching and research after class. Reflections.

Combined with the analysis of the column and the actual survey, this study proposes some strategies for the effective use of the "inquiry and sharing" column, hoping to improve the use of the column: before class, teachers of ideology and politics should read the content of the textbook and the content of the column, do a good analysis of the learning situation, and optimize the content of the column according to the teaching objectives in time, so as to carefully design "inquiry and sharing" column use plan; class, teachers should actively optimize the inquiry situation to strengthen the students to explore the column, and according to the column content innovative teaching methods, in the process of inquiry to focus on guiding students to strengthen dialogue and communication, and constantly optimize the evaluation mechanism, but also the column into after-school work, in the classroom flexible use of Column teaching, in order to effectively improve the use of column effect; after class, teachers should strengthen the use of column reflection and teaching research, can also participate in the special column competition activities, and constantly enhance the ability to use the column.

Finally, this study to the "economy and society" textbook in the second class, the first box "so that the market plays a decisive role in the allocation of resources" a lesson as an example, in the actual teaching of the column use strategy proposed in this study, and reflect on the shortcomings in the process of column use, in order to further improve the use of column strategy.