随着新一轮课程改革的推进，国家出台了多个教育教学改革的指导性文件为新时代育人指明了方向。高中思政课改革的一大创新点是议题式教学，议题式教学是凸显综合性、活动型学科课程的重要教学形式。情境是议题式教学的重要载体，情境创设是议题式教学的重要环节之一。但在现实教学实践中存在不少教师脱离情境进行灌输式教学的问题，导致教学质量不高，学科核心素养无法落实。在此背景下，如何优化高中思想政治课议题式教学中的情境创设以提升议题式教学的实效性、推动高中思想政治课高质量发展成为高中思政教师需要思考和研究的重要课题。

本研究在分析高中思想政治课议题式教学和情境创设的内涵及特点的基础上，梳理其中的理论依据，并探讨高中思想政治课议题式教学中情境创设的价值，为后文提出优化情境创设的策略提供理论支撑。其次，通过线上发放问卷的方式了解到当前高中思想政治课议题式教学中情境创设的现状，发现其中存在的突出问题并深入分析问题所在的原因；还通过深入到实际的高中思想政治一线课堂进行课堂观察，了解当前议题式教学中的情境创设的实际应用情况，为本研究提供更加可靠的支撑。再次，结合高中思想政治课议题式教学课堂设计及实践的案例，对案例中基于议题式教学的情境创设思路进行分析，并从案例的教学实施中总结教学效果、进行教学反思，为后文提炼情境创设策略提供思路。最后，在此基础上，明确了情境创设应坚持的原则，并从情境选取、情境运用、情境活动开展等教学实践层面提出具有针对性和可操作性的情境创设优化建议和策略。

In response to a new wave of curriculum reforms, the government has unveiled a series of policy documents that delineate the strategic direction for educational reforms tailored for contemporary pedagogical needs. A seminal advancement within the realm of high school ideological and political education is the introduction of issue-based pedagogy, a methodological innovation that underscores the holistic and interactive nature of subject courses. The essence of issue-based teaching is effectively encapsulated through the development of situational contexts, where the creation of such scenarios emerges as a crucial component of this educational approach. However, it has been observed that numerous educators deviate from these dynamic teaching scenarios, resorting instead to traditional didactic methods, which undermines the quality of instruction and fails to foster the subject’s core competencies.This predicament raises a significant question: how can educators enhance scenario creation within the framework of issue-based teaching in high school ideological and political courses to augment the pedagogical efficacy and contribute to the subject’s high-quality progression? This inquiry holds substantial relevance for educators specializing in ideological and political studies.

The present research initially explores the underlying principles and distinct features of issue-based teaching and scenario creation specific to high school ideological and political education. It lays down a theoretical foundation and articulates the pedagogical significance of scenario creation in enriching issue-based learning. The study further employs online surveys to gauge the existing state of scenario implementation and identifies predominant challenges, alongside a thorough examination of their underlying causes. Observations from actual classroom settings provide concrete evidence of current practices in scenario application, thus enhancing the reliability of the findings.Additionally, this investigation examines specific classroom cases to dissect the strategies employed in scenario creation within the issue-based teaching context. It evaluates the educational outcomes through a detailed analysis of the implementation and subsequent reflective practices, offering insights for refining these strategies. The study culminates in articulating guiding principles for scenario creation and proposes targeted, actionable strategies to optimize this process based on empirical insights gathered from the selection, application, and development of teaching scenarios. This comprehensive approach not only aims to bolster the effectiveness of issue-based teaching but also to promote the overall advancement of high school ideological and political education.