高中语文教学存在整体性问题：功利浅表的培养目标、碎片叠加的课程编制、传递“正答”的课堂教学和单一僵化的学习评价造成教学活动的“低水平重复”，严重制约了学生核心素养的发展和教师教学领导力的提升。在核心素养取向的新一轮课程改革背景下，系统思考课程定位、教学目标、教学材料、教学过程、教学方法和教学评价，探索高中语文教学整体改进模式，是新时代语文教师的责任担当。 以“治学求是”为目标定位，引领学生体验和内化类似于教师备课时采取的以“阅读-发现-探究-表达”为主要环节的研究性阅读活动链条，是达成整体改进目标的可能性路径。基于此种假设开展的文献研究表明，“发现式阅读教学”注重培养学生阅读发现能力，但缺乏对发现主体和发现目标的追问；语文专题教学注重培养学生问题研究和书面表达能力，但普遍存在灌输专题知识、忽视个性选择或缺乏学科立场等问题。整合而成的“语文发现式专题教学”借鉴上述两种教学方式的成功经验，弥补各自的问题和不足，把二者的能力培养目标和主要教学环节贯通起来，以“探索-发现”精神为引领，围绕核心阅读材料，指导学生提出并反思阅读发现，建构并解决研究问题，撰写并修改研究论文，是解决老问题、应对新挑战的探索和尝试。 作为实践取向的内生型、支持式行动研究，研究者组建研究团队，选取鲁迅小说为核心阅读材料，根据研究目的和研究假设界定核心概念，预设教学模型，运用“专家论证法”开发评价工具，为行动研究的开展做了充分准备。教师是如何基于特定的阅读材料实施语文发现式专题教学的？如何根据教学实践修正和完善预设模型，建构出具有一定普适性的语文发现式专题教学模型？是研究者要着力解决的研究问题。语文发现式专题教学的实施对学生核心素养的发展和教师教学领导力的提升产生了怎样的影响？也是研究者关注的重点。为回应研究问题，在以《呐喊》《彷徨》和《故事新编》为核心阅读材料的三轮行动中，研究者通过参与式观察、课堂观察、文本分析、访谈、问卷调查等多种方法，从“教”与“学”两方面收集了大量资料，围绕研究问题对每轮行动进行历时性总结；在此基础上对三轮行动研究进行共时性总结，初步形成研究结论，就关键问题做了理论探讨。 研究发现，基于建构主义理论视角，语文发现式专题教学以“双主体”为师生关系定位，在基于核心阅读材料构建的“信息场”中有序实施包含七个基本环节的“实践活动链”，以评价为核心展开师生互动，以达成预期的教学目标——据此重构的语文发现式专题教学模型本质上是核心素养取向的单元设计的创造。在语文发现式专题教学的实施过程中，教师和学生互为因变量，教师应从学生不同阶段、不同环节的学习需求出发，采取不同策略着重培养学生的阅读发现能力、选题研究能力和论文写作能力。总体来说，要系统思考课程单元内部和课程单元之间的规划策略，以通权达变的课堂教学策略、宽严相济的学习评价策略和灵活多样的资源供给策略为学生学习提供支持。数据对比和调查访谈显示，从学习表现和学习体验两方面看，学生核心素养得到显著发展。反思发现，教师自身的前瞻力、决策力、控制力、感召力和专业影响力得到有效提升。作为满足学生核心素养发展内生性需求的课程样态，语文发现式专题教学同时也具备提升教师教学领导力的内在机制，具有较强的适用性和可操作性，研究前景广阔。 研究存在的问题和不足：研究者对语文发现式专题教学的特殊规律揭示不够；学生作品质量评价工具有待完善；研究方法的使用、教学模型的建构和论文的语言表述方面有待进一步规范。

There is a holistic problem in the teaching of high school Chinese: the utilitarian superficial training goal, the fragmentation of the curriculum, the transmission of the "positive answer" classroom teaching and the single rigid learning evaluation cause the "low level of repetition" of teaching activities, which seriously restricts the core literacy of students，the development and improvement of teacher teaching leadership. Under the background of the new round of curriculum reform of core literacy orientation, systematic thinking about curriculum orientation, teaching objectives, teaching materials, teaching process, teaching methods and teaching evaluation, and exploring the overall improvement model of high school Chinese teaching is the responsibility of Chinese teachers in the new era. The goal of “seeking learning and seeking truth” is to lead the student experience and internalization.The research reading activity chain, which is based on “reading-discovering-exploring-expressing”, is the possibility of achieving the overall improvement goal. The literature research based on this hypothesis shows that “discovery reading teaching” focuses on cultivating students' ability to read and discover, but lacks the questioning of the subject of discovery and the target of discovery. The topical teaching of Chinese focuses on cultivating students' problem research and writing ability, but it is ubiquitous. Also lack of questioning the subject of discovery and the target of discovery.The integrated "Chinese language discovery-based teaching" draws on the successful experiences of the above two teaching methods to make up for their respective problems and deficiencies, and integrates the ability training objectives and main teaching links of the two, with the spirit of "exploration-discovery" Leading, focusing on core reading materials, guiding students to propose and reflect on reading findings, constructing and solving research problems, writing and modifying research papers is an exploration and attempt to solve old problems and cope with new challenges. As a practice-oriented endogenous and supportive action research, the researchers set up a research team, selected Lu Xun's novels as the core reading material, defined the core concepts according to the research purposes and research hypotheses, preset the teaching model, and developed the evaluation using the “expert argumentation method”. Tools are fully prepared for the conduct of action research. How do teachers implement language-discovery thematic teaching based on specific reading materials? How to modify and improve the default model according to the teaching practice, and construct a special language teaching model with certain universality? It is a research problem that researchers must focus on. How does the implementation of language-discovery thematic teaching affect the development of students' core literacy and the improvement of teachers' teaching leadership? It is also the focus of researchers. In response to the research questions, the researchers used a variety of methods such as participatory observation, classroom observation, text analysis, interviews, questionnaires, etc. in the three rounds of reading materials with "Scream", "hestitate" and "New Stories". From the "teaching" and "learning" aspects, a large amount of information was collected, and each round of action was summed up around the research questions. On this basis, the three-round action research was synchronicly summarized, and the research conclusions were initially formed. The problem has been discussed theoretically. The study finds that, based on the theory of constructivism, the language-discovery thematic teaching is based on the “dual subject” as the teacher-student relationship. In the “information field” based on the core reading materials, the “actual activity chain” consisting of seven basic links is implemented in an orderly manner. "With evaluation as the core, the teacher-student interaction is carried out to achieve the expected teaching goal--the reconstructed language-discovery thematic teaching model is essentially the creation of the unit design of core literacy orientation." In the implementation process of Chinese-discovery topical teaching, teachers and students are mutually dependent variables. Teachers should proceed from different stages and different learning needs of students, and adopt different strategies to focus on cultivating students' reading ability, topic selection ability and essay writing. ability. Generally speaking, it is necessary to systematically think about the planning strategy between the curriculum unit and the curriculum unit, and support the students' learning with the classroom teaching strategy of universal rights change, the learning evaluation strategy of lenient and strict, and the flexible and diverse resource supply strategy. Data comparison and survey interviews show that students' core literacy has developed significantly in terms of both learning performance and learning experience. Reflections have found that the teacher's own forward-looking, decision-making, control, appeal and professional influence have been effectively improved. As a curriculum model that satisfies the endogenous needs of students' core literacy development, the language discovery topical teaching also has the internal mechanism to enhance teachers' teaching leadership. It has strong applicability and operability, and has broad research prospects. The existing problems and shortcomings of the research: the researchers have not revealed enough the special rules of the Chinese language discovery teaching; the quality evaluation tools of the students' works need to be improved; the use of research methods, the construction of teaching models and the language expression of the papers need to be further standardized.