高中思想政治课是对学生进行马克思主义基本观点教育的课程，鲜明的逻辑关系，突出的问题导向，是其教学的基本要求。在2020年修订版《普通高中思想政治课程标准》强调培养学生问题意识，提升学生分析、解决问题能力的要求下，伴随着统编版新教材纳入使用，如何通过设计具有内在逻辑关联的教学问题，实现知识结构化，提高课堂实效性，逐渐成为一线高中思政课教师的研究关注点。“问题链”本身具有逻辑性、系统性强的特点，能引导学生循序渐进地深入思考问题，不仅是践行问题导向的有益尝试，而且与高中思想政治课的学科特性相契合，将其引入高中思政课堂能够增强课堂实效性、针对性与说服力。由此，本文将研究重点聚焦在问题链设计方案上，以必修一《中国特色社会主义》为例，开展高中思想政治课教学问题链设计研究。

在文献研究归纳出问题链内涵、特征的基础上，总结高中思想政治课问题链设计理论依据、适用类型与主要原则，为开展调查和实践研究奠定理论基础。通过对W中学的师生开展问卷、课堂观察及访谈调查，发现目前高中思想政治课教学问题链的设计与运用中存在问题链设计与使用较少、问题链设计不够科学、问题链运用不够灵活、问题链教学反思不足等四个方面的问题。并将原因归结为以下三方面：问题链教学认识不足，缺乏理论支撑；问题链设计经验不足，缺少实操方案；教学理念方法待更新，缺乏实施环境。

针对高中思想政治课问题链设计与运用现状，初步探索出了包括设计依据、设计流程及框架模型三部分内容的高中思想政治课教学问题链设计方案。其核心内容为问题链设计流程，含课前、课中、课后三个环节，共七个步骤，即分析设计依据，确定教学目标；厘清教材结构，提炼核心问题；精选问题情境，细化主干问题链；转化教学逻辑，分解子问题链；问题搭配恰当，有序呈现问题链；呈现教学情境，处理生成性问题；及时进行反思，不断优化问题链。按照问题链设计流程，设计出《中国特色社会主义》的主干问题链。在此基础上，以《伟大的改革开放》一课为例开展子问题链的设计与实施，通过教学评估检验问题链设计效果，反思问题链设计的亮点与不足，并提出优化策略，以期为一线高中思政课教师问题链设计提供借鉴思路。

The ideological and political course in senior high school is a course to educate students on the basic viewpoints of Marxism. The distinct logical relationship and prominent problem orientation are the basic requirements of its teaching. Under the requirements of the 2020 revised edition of the General High School Ideological and Political Science Curriculum, which emphasizes cultivating students' awareness of problems and improving their ability to analyze and solve problems, and along with the incorporation of the new unified edition of the textbook into use, how to structure knowledge and improve classroom effectiveness by designing teaching questions with internal logical connections has gradually become a research concern for front-line high school teachers. The problem chain is logical and systematic. It can guide students to think deeply about problems step by step. It is not only a beneficial attempt to practice the problem orientation, but also consistent with the discipline attribute of this course. Introducing it into high school ideological and political course teaching can improve the effectiveness and pertinence of the classroom. Therefore, this paper focuses on the problem chain design scheme, taking compulsory I as an example, to carry out the design of "problem chain" in high school ideological and political teaching.

On the basis of summarizing the concept and characteristics of problem chain in literature research, this paper summarizes the theoretical basis, applicable types and main principles of problem chain design of the course, so as to lay a theoretical foundation for the following investigation and practical research. Through the questionnaire, observation and interview survey of teachers and students in a middle school , it is found that there are four problems in the design and application of problem chain in this course, such as less problem chain design and use, unscientific problem chain design, inflexible problem chain application and insufficient reflection on problem chain teaching. And the reasons are attributed to the following three aspects: first, insufficient awareness of problem chain teaching and lack of theoretical support; second, insufficient experience in problem chain design and lack of practical solutions; third, teaching philosophy and method to be updated and lack of implementation environment.

Aiming at the current situation of this course about designing and applying problem chain, a design scheme of problem chain in high school ideological and political courses has been explored first, which includes three parts: design basis, design process and frame model. Its core content is the problem chain design process, including three links before class, during class, and after class, with a total of seven steps, namely analyzing the design basis and determining the teaching objectives; clarifying the structure of the textbook and refining the core issues; selecting political materials, creating Problem situation; transform teaching logic, decompose sub-problem chain; problem collocation is appropriate, present problem chain in an orderly manner; present teaching situation, deal with classroom-generated problems; timely carry out teaching reflection and optimize problem chain structure. According to the problem chain design process, design the backbone problem chain of compulsory one "Socialism with Chinese Characteristics". Taking the reform and opening up course as an example, this paper carries out the teaching implementation and evaluation on the basis of the problem chain design, examines the effect of the problem chain design, reflects on the bright spots and shortcomings of the problem chain design, puts forward the optimization strategies, and provides a reference idea for the problem chain design of college civics teachers.