高中思想政治课以立德树人为根本目标，《普通高中思想政治课程标准（2017年版2020年修订）》明确高中思想政治课应力求构建以思想政治学科核心素养培育为主导的活动型学科课程，活动型学科课程的落实需要依托于丰富多样的教学情境。因此，学生在高中思想政治情境教学过程中的有效参与状况如何，直接影响了新课标落实的程度。

本文以高中生在高中思想政治情境教学中的有效参与为研究对象，主要试图从以下五个部分对高中思想政治情境教学的有效应用进行了分析和思考：

第一部分，梳理关于情境教学和有效参与的文献成果，概述国内外研究动向，了解思想政治课情境教学研究的最新发展现状，对已有文献成果进行述评。

第二部分，梳理关于情境教学和有效参与的心理学理论，对情境教学的含义及类型和学生有效参与的含义及测量维度进行概念界定，为本论文的研究奠定理论基础。

第三部分，高中思想政治情境教学中学生的有效参与现状调查。通过问卷调查，对学生在情境教学过程中的行为、思维和情感参与状态进行调查，并进行相应数据分析。同时，通过课堂观察和问卷调查，了解和分析高中政治教师运用情境教学法的现状及存在的问题。

第四部分，对高中思想政治情境教学中学生有效参与现状进行归因分析。学生层面，主要从学生对情境类型的偏好、学习动机、认知发展、情感发展等方面剖析学生的行为、思维和情感参与状态。教师层面，主要从教师创设情境类型的偏好、教师情境设计能力等方面分析影响学生有效参与的因素。外部因素层面，分析影响学生有效参与的外部影响因素，突出的有师生互动、生生关系、教学课时等因素的影响。

第五部分，提出提高高中思想政治情境教学中学生有效参与的策略。在情境教学准备阶段，教师应基于学科核心素养、学生心理状态以及优化案例选择进行情境创设；在情境教学实施阶段，教师应基于营造良好课堂氛围、提高教师课堂应变能力实施情境教学；在情境教学反思阶段，教师应基于提高教师专业能力、培养教师创新能力进行情境教学反思。

Ideological and political courses in high school take morality and cultivating people as the fundamental goal.Ideological and political curriculum standards for ordinary high schools (2017 edition, 2020 revision) clearly states that senior high school ideological and political courses should strive to build an activity-oriented course which is dominated by the cultivation of the core competence of ideological and political discipline.The implementation of activity-oriented courses should rely on a variety of teaching situations.Therefore, the effective participation of students in the process of high school ideological and political teaching directly affects the implementation of the new curriculum standards.

This paper takes the effective participation of high school students in high school ideological and political situation teaching as the research object, and mainly tries to analyze and think about the effective application of high school ideological and political situation teaching from the following five parts:

In the first part, the literature achievements of situational teaching and effective participation are sorted out, the research trends at home and abroad are summarized, the latest development status of situational teaching research in ideological and political courses is understood, and the existing literature achievements are reviewed.

The second part sorts out the psychological theories about situational teaching and effective participation, defines the meaning and types of situational teaching and the meaning and measurement dimensions of students' effective participation,which lays a theoretical foundation for the research of this paper.

The third part investigates the effective participation of high school students in ideological and political situation teaching. Through the questionnaire survey, the students' behavior, thinking and emotional participation in the process of situational teaching were investigated, and the corresponding data were analyzed.At the same time, through classroom observation and questionnaire survey, understand and analyze the situation and existing problems of high school political teachers using situational teaching method.

The fourth part is the attribution analysis of high school students' effective participation in ideological and political situation teaching.At the student level, students' behavior, thinking and emotional participation states are analyzed mainly from the aspects of students' preference for situation types, learning motivation, cognitive development and emotional development.At the level of teachers, this paper mainly analyzes the factors affecting students' effective participation from the aspects of teachers' preference in creating situations and teachers' ability in designing situations.In the aspect of external factors, the external factors affecting students' effective participation are analyzed, especially the influence of factors such as teacher-student interaction, student relations and teaching hours.

The fifth part puts forward the strategies to improve the effective participation of high school students in ideological and political situation teaching.In the stage of situational teaching preparation, the teacher should create the situation based on the core competence of discipline, the psychological state of the students and the optimization of the case selection.In the stage of situational teaching implementation, teachers should implement situational teaching on the basis of creating a good classroom atmosphere and improving their classroom adaptability.In the stage of situational teaching reflection, teachers should reflect on the situation teaching based on improving their professional ability and cultivating their innovation ability.