Shaping the activity-oriented curriculum is the most prominent highlight of the revision of the ideological and political curriculum standards, and project-based teaching is an important form of implementing the activity-oriented curriculum in senior high schools. Project-based teaching leads students to an open, active and discriminating learning path through problem-based inquiry and problem solving, so that students can experience autonomous learning, activity experience and value judgment, acquire necessary knowledge in problem learning, form key abilities and cultivate core literacy. It can be seen that topic is the soul of the whole process of implementing topic-based teaching, and designing questions around topic is the "bull nose" of effective topic-based teaching.

However, the current teaching of political topics in senior high schools has the following problems: the determination of topics is blind and the discussion points are vague, which can not stimulate students' thinking interest; The driving force, vitality and educational value of problem-oriented design are insufficient, which can not lead the development of project teaching activities, improve the classroom efficiency of project teaching, cultivate students' core literacy and achieve the goal of moral education. Therefore, an important problem that teachers must face and solve under the new college entrance examination is to determine what topics and how to design thematic questions around these topics, so as to promote thematic teaching with thematic questions.