在人才培育要求不断提高和新课程改革背景下，学生学科核心素养培育越来越受到重视。在高中思想政治课中应用情境教学法教学，是培育包含政治认同、科学精神、法治意识、公共参与在内的思想政治学科核心素养的重要手段。新课标非常重视教师通过创设各种教学情境达到育人目标。基于此，论文主要运用问卷调查法和访谈研究法，对高中思想政治课情境教学法应用问题进行研究，并根据目前存在的问题，提出应对建议。
首先，对高中思想政治课中应用情境教学法的理论基础、基本原则以及重要意义进行论述，认为情境教学法能顺应时代发展要求和新课程改革需求，促进学生思想政治学科核心素养培育。其次，对所做的调查数据和材料进行分析。论文就高中思想政治课中情境教学法应用情况，在广州市、平顶山市和廊坊市选取三所高中，对341名学生和6名高中思政教师进行问卷调查和访谈。调研结果表明，高中思想政治课应用情境教学法能使学生在产生情感共鸣的基础上，增加学习兴趣和更好地理解学科知识，但在创设教学情境时，对新课程改革和新课标对学生思想政治学科核心素养培育要求重视不够。再次，依据调研结果，有针对性地从“课前-课中-课后”教学三阶段探讨高中思想政治课中应用情境教学法的优化策略，试图为高中思政教师提供一些借鉴。在课前，教师应根据新课标和教材确定以思想政治学科核心素养为导向的教学目标。在课中，教师应创设适切的教学情境落实思想政治学科核心素养目标。在课后，教师应以思想政治学科核心素养为标准，评价学生解决情境化问题的过程与结果，考查学生思想政治学科核心素养发展水平。最后，依托一个教学实例对高中思想政治课情境教学法优化策略进行检验。高中思政教师点评和对授课班级学生问卷调查的结果充分表明，情境教学法有助于激起学生学习兴趣，促进学生对学科知识的理解，落实新课标对学生学科核心素养培育的要求。

Under the background of the continuous improvement of talent cultivation requirements and the reform of new curricula, the cultivation of students' core competencies in disciplines has received more and more attention. The application of situational pedagogy in high school ideological and political courses is an important means to cultivate the core literacy of ideological and political disciplines, including political identity, scientific spirit , awareness of the rule of law, and public participation. The new curriculum standard places great emphasis on teachers to achieve educational goals by creating various teaching situations. Based on this, this paper mainly uses the questionnaire survey method and interview research method to study the application of situational teaching method in high school ideological and political courses, and puts forward suggestions for coping according to the existing problems.
Firstly, the theoretical basis, basic principles and important significance of the application of situational teaching method in high school ideological and political courses are discussed, and it is believed that situational teaching method can meet the requirements of the development of the times and the needs of new curriculum reform, and promote the cultivation of students' core literacy in ideological and political disciplines. Second, the survey data and materials carried out are analyzed. In this paper, 341 students and 6 high school ideological and political teachers were surveyed and interviewed in three high schools in Guangzhou, Pingdingshan and Langfang. The survey results show that the application of situational teaching method in high school ideological and political courses can increase students' interest in learning and better understand subject knowledge on the basis of emotional resonance, but when creating teaching situations, insufficient attention is paid to the requirements of the new curriculum reform and new curriculum standards for the cultivation of students' core literacy in ideological and political disciplines. Thirdly, according to the survey results, the optimization strategy of applying situational teaching method in high school ideological and political courses was discussed from the three stages of "before-class-in-class-after-school" teaching, in an attempt to provide some reference for high school ideological and political teachers. Before class, teachers should determine the teaching objectives oriented to the core literacy of ideological and political disciplines according to the new curriculum standards and teaching materials. In the lessons, teachers should create appropriate teaching situations to implement the core literacy goals of ideological and political disciplines. After class, teachers should take the core literacy of ideological and political disciplines as the standard to evaluate the process and results of students' solving contextualized problems, and examine the development level of students' core competencies in ideological and political disciplines. Finally, based on a teaching example, the optimization strategy of contextual pedagogy in high school ideological and political courses is tested. The results of the evaluation of high school ideological and political teachers and the questionnaire survey of students in the teaching class fully show that the situational teaching method can help stimulate students' interest in learning, promote students' understanding of subject knowledge, and implement the requirements of the new curriculum standard for the cultivation of students' core literacy in subjects.