摘要：积极探索切合思想政治课性质和新理念的新型教学方式，促进本课程与社会生活的良好互动和学习方式的优化，是本次新课改实践的重要任务。情境教学在克服传统教学的狭隘性、封闭性，促进人才素质的全面提高，尤其是情感意志及创造性的培养和发展方面有较高的指导价值。
目前，高中思想政治课情境教学在《经济生活》课运用中存在着情境创设条件限制、情境开发利用不充分、情境堆砌等主要问题。本文结合笔者在教育实习中的教学实验和调查分析，以经济生活模块中的《多彩的消费》一课为例，分析情境教学在《经济生活》模块中的应用情况，并进行教学反思，从情境设计、情境实施、情境升华三大操作步骤探索情境教学运用的具体思路，以尽可能地为学生提供更多价值分析、判断、选择的空间，贯彻学科逻辑与生活逻辑相契合的理念，实现以境促思，以情导行的学习目的。
关键词：思想政治课 经济生活 情境教学
Abstract：With the development of new course reform, ideological and political science needs to realize the integration of subject of knowledge, experience of social life, and personal experience of students. Situational teaching has a high guarding value in overcoming the narrowness and enclosing of traditional education, comprehensively improving the national quality, especially in developing the emotion and creativeness.
At the present, the application of Ideological and Political Science to the course of Economic Life in the high school exist some main problems, such as the limit of situational construction, the insufficiency of development and utilization, situation overflows and so on. Analysing the reasons behind, excepting the resources and equipments shortage, the instruction system, the teaching schedule and other restrictions, it results from the inadequate strength in integrating materials, mixed-up of situational logics, lacking art in sublimating feeling from the subjective stand. Take the colorful consumption in Economic Life for example. This lesson uses the three major steps, the design of the context, the executing of situation and the sublimation of context, to search the specific methods of the situational teaching. It can provide students with more spaces of value analysis, judgment, and selection as far as possible, implementing the idea that combines logic of science with logic of the novella of life, and realize learning goal of promoting thoughts in environment, guiding study with feeling.
KEY WORDS：ideological and political science；Situation teaching；Economic life
“教育的意义本身就在改变人性以形成那些异于朴质的人性的思维、情感、欲望和信仰的新方式”。思想政治课作为社会主义现代公民素质教育课，它区别于其他学科的最大特点是认知和价值的统一，即将学科认知通过价值的“链接”重新复活其意义，获得解决问题的价值情怀和价值立场。这一特点在《经济生活》中表现得尤为突出。本课以社会主义市场经济为主线，贯穿其中的四大价值观：金钱观、消费观、就业观、投资观，为学生今后走向社会，参与现代经济生活奠定了价值立场。
情境教学倡导以社会生活和学生生活为基础，通过巧妙的情境创设，能把认知观点的阐述寓于社会经济生活的主题之中，从而更好地认识市场经济社会，提高学生经济生活认知能力和参与能力，实现价值建构，培养情感意志及创造性。
