Here is the English translation of the provided paragraph while maintaining the original format: ---

1. Issue-Led Question Model and Its Operational Logic

This section introduces the application of the issue-led question model in ideological and political education, using the example "How to Build a Beautiful Ezhou with 'Only This Green'?" to demonstrate the operational logic of issue-based teaching. The teaching process consists of four stages: sharing "check-in" experiences, discussing environmental changes in Liangzihu District, performing a skit, and sharing achievements in green initiatives. Each stage corresponds to different teaching tasks, progressing from knowledge connection to knowledge transfer, forming a hierarchical relationship. The teaching logic unfolds through a series of four questions, supported by an issue line, context line, activity line, and knowledge line to accomplish fundamental disciplinary tasks. From a spatial structure perspective, the teaching process completes tasks such as description, explanation, argumentation, and selection. From a competency hierarchy perspective, it fulfills tasks of connection, comprehension, application, and transfer, enhancing students' disciplinary abilities. The entire teaching process follows a cognitive progression from simple to complex, reflecting a logical advancement in disciplinary competencies.

2. Issue-Led Context Model and Its Operational Logic

This section explains the issue-led context model and its operational logic, using the lesson "How Can We Stay Away from Illegal Behavior?" designed by teacher Liang Yingzi as an example to illustrate the implementation of issue-led contextualized teaching. This model emphasizes the guiding and engaging nature of context, structured around four stages: "Microscope"—I am a legal observer; "Magnifying Glass"—I am a junior judge; "Mirror"—I am a law-abiding citizen; and "Reflective Mirror"—I am a legal awareness promoter. Using "mirror" as a thematic thread, the lesson connects course content through role-playing simulations, covering three key knowledge points: forms of illegality, reasons to avoid illegal behavior, and methods to stay away from it. This establishes a knowledge framework of "what," "why," and "how." The lesson's issue design and teaching stages are exemplary, with the classroom logic progressing step-by-step through "knowledge connection—knowledge comprehension—knowledge application—knowledge transfer." The classroom structure incorporates four operational pathways: issue line, context line, activity line, and knowledge line.

3. Issue-Led Activity Model and Its Operational Logic

This section introduces the issue-led activity model and its operational logic. This teaching approach centers on activities, guiding activity-based instruction through issues and sub-issues. Using the example "What is the Role of People's Congress Deputies?", the lesson consists of four stages: interviewing deputies on their duties, quantifying deputy performance, simulating deputy discussions on proposals, and experiencing proposal drafting as a deputy. Before class, students are required to research the role of deputies, gaining preliminary understanding through field interviews. Each stage fulfills tasks of knowledge connection, comprehension, application, and transfer, achieving discipline-specific problem-solving and teaching objectives. The classroom framework integrates issues with activities, embedding sub-issues within activity tasks, and accomplishes teaching goals under the guidance of knowledge and context lines.

4. Issue-Led Knowledge Model and Its Operational Logic

This section discusses the issue-led knowledge model and its operational logic, emphasizing the importance of constructing a knowledge framework. Using the lesson "Why Only Socialism Can Lead China on the Path to Revival?" designed by teacher Yang Fan as an example, it demonstrates the practice of issue-led knowledge-based teaching. This instructional model advances step-by-step through four knowledge-based stages—"The Mission of Revival, The Path of Revival, The Logic of Revival, and The Aspiration of Revival"—realizing "knowledge connection—knowledge comprehension—knowledge application—knowledge transfer" under issue guidance, fostering the simultaneous development of knowledge and competencies. The model features a spiral, progressive structure, ensuring that issue-based teaching classrooms possess both outward expansiveness and inward cohesion, collectively shaping an ideological and political classroom rich in individuality, thought, and intellectual power.

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