思政课是落实立德树人根本任务的关键课程，也是培育学生中华民族共同体意识的主渠道。新时代中华民族共同体意识培育对于教师的知识储备、教育理念、教学方法等方面都提出了更高的要求，但在实际教学实践中存在质量有待提升等现实困境。充分发挥中华民族共同体意识在高中思政课教学中的育人功能和培育路径，成为当前学科理论深化和实践创新的重要课题之一。

中华民族共同体意识，以马克思主义民族观、中华传统文化中的民族观以及习近平总书记关于民族工作的重要论述等为理论依据。首先，经过课程标准分析与教材梳理发现，中华民族共同体意识的相关内容与高中思想政治课教学关系密切，因而应当充分发挥思想政治课在其培育中的价值与优势。其次，为了加深对中华民族共同体意识培育的理解，借助问卷调查法与访谈法，了解到当前高中相关内容的培育现状具有一定阶段性特征。以教材、网络等作为主要渠道，高中生对于中华民族共同体意识已有一定理性认知和积极情感，而部分学生的行为意志相对较低。从教师和学生的反馈来看，中华民族共同体意识的相关内容在高中思想政治课中已经有所提及，但相关教育开展尚不深入，部分主体仍然存在着培育目标模糊化，培育内容零散化，培育方法单一化以及评价体系应试化等问题。最后，根据现状调查的结果并结合高中思想政治课教学的相关实践研究，高中思想政治课需要进一步完善培育中华民族共同体意识的教学目标，梳理、整合与挖掘教材内容，运用议题式教学法、情境式教学法等方法促进学生掌握相关内容，增进学生对于中华民族共同体意识的认同，并不断完善评价机制推动培育工作行稳致远。

坚持问题意识与实践导向，加强高中思想政治课教学中的中华民族共同体意识培育研究，对进一步深化思想政治教育内容研究，提升基础教育领域中华民族共同体意识的培育质量具有重要意义。以“民族区域自治制度”这一框为例，教学中需要创设贴近学生生活同时能够引发学生共鸣的情境，选取恰当的问题与活动激发学生对中华民族共同体的情感，在教材内容的基础之上，培育学生的中华民族共同体意识。

As a key course for schools in moral cultivation and human education, ideological and political course is a major channel for developing students' consciousness of Chinese national community. In the cultivation of Chinese national community consciousness in the new era, which places higher demands on teachers' knowledge reserves, educational concepts, teaching methods and so on, there are realistic dilemmas such as improving the quality of actual teaching practice. In the current deepening of the theory and practical innovation of the discipline, giving full play to the nurturing function and cultivation path of Chinese national community consciousness in the teaching of high school civics and politics has become an important issue.

The Chinese national community consciousness is based on the theoretical foundation of the Marxist view of the nation, the view of the nation in the traditional Chinese culture, and the important discourse of General Secretary Xi Jinping on the work of the nation. Firstly, the analysis of the curriculum standards and the study of the teaching materials show that the relevant contents of the Chinese national community consciousness are closely related to the teaching of ideology and politics in high school. Secondly, in order to deepen the understanding of the cultivation of Chinese national community consciousness, through the use of questionnaire survey method and interview method, the current cultivation status of relevant contents in high school has certain stage characteristics. With textbooks and the Internet as the main channels, college students have a certain rational knowledge and positive feelings about the sense of Chinese national community, while some students are relatively unwilling to take action. According to teachers' and students' feedback, the relevant content of Chinese national community consciousness is mentioned in the ideology and politics course, but the relevant teaching is not deepened yet, and some of the subjects still have the problems of vague teaching goals, fragmented teaching content, one-way teaching method, and test-oriented evaluation. Finally, according to the results of the current situation survey and combined with the practical research on the teaching of the ideological and political course, the ideological and political class in high school must further improve the teaching goals of cultivating the sense of Chinese national community, classify, integrate and excavate the content of teaching materials, use the theme-oriented teaching method and the context-oriented teaching method to promote students' mastery of relevant content, strengthen students' identification with the sense of Chinese national community, and continuously improve the evaluation mechanism to promote the cultivation of stable work. The evaluation mechanism promotes the cultivation work to be steady and far-reaching.

It is of great significance to further deepen the research on the content of ideological and political course and improve the quality of the cultivation of the sense of Chinese national community in basic education to strengthen the research on the cultivation of the sense of Chinese national community in the teaching of ideological and political courses in high schools, while adhering to the problem-consciousness and practical orientation. Taking the content of "the System of Regional Ethnic Autonomy" as an example, we need to create a situation close to students' lives that can trigger students' empathy, choose appropriate questions and activities to stimulate students' feelings towards the Chinese national community, and develop students' sense of the Chinese national community based on the content of the teaching materials.