史传类文言文作为文言文的重要组成部分，无论从质量上还是数量上都占有很高地位，且具有极高的认识价值、审美价值,以及丰厚的文化价值，对学生核心素养的培养具有非凡意义。可以说，史传类文言文是高中语文教学当中的重要一类。 但是目前史传类文言文教学仍然存在教学模式传统、教学方法单一、教学评价老旧、教学缺乏文体意识等问题。课堂上学生兴趣不足，教师对知识过度重视的现象并没有完全改变。到底应该以一种什么理念和方法来教，成为教育工作者应该思考的问题，本文对以上问题进行了思考。 本文分为四部分。 第一部分为绪论，介绍本研究的研究缘由、研究意义、文献综述和研究方法，介绍当前史传类文言文的研究情况，为下文史传类文言文教学的建议提供资料。 第二部分为史传类文言文的基本情况研究。本研究会从史传类文言文的概念、文本特征入手得出史传类文言文的教学价值。 第三部分为史传类文言文现状调查。通过调查问卷等，把握史传类文言文的实际教学情况，并对其进行原因分析。 第四部分根据前面几章中得到的史传类文言文教学及研究现状的分析，切实提出系统、可行的教学原则和策略。研究者认为一线教师应该有“以学生为本，坚持立德树人”“以课标为纲，推进教学改革”“以教材为基，把握教学内容”“开放性教学，包容多元创新”的原则。教学策略方面，研究者主要介绍了“讲授方法，授人以渔”“创设活动，任务驱动”“多样阅读，以写促读”“科学评价，促进发展”“学习幽默技巧，激发语言活力”五种。最后研究者根据提出的教学建议，以《烛之武退秦师》为例进行教学设计，力求对本研究进行有效验证。 综上所述，研究者主要立足当前教学现状以及史传类文言文文体特征，力求为一线教学找到实用又有针对性的史传类文言文教学方法。

As an important part of classical Chinese, historical classical Chinese occupies a high position in both quality and quantity. It has cognitive value, aesthetic value and rich cultural value, which is of great significance to the cultivation of students' core literacy. It can be said that historical classical Chinese is an important type of high school Chinese teaching. However, there are still some problems in classical Chinese teaching of history and biography, such as traditional teaching mode, single teaching method, old teaching evaluation and lack of stylistic awareness. In class, students are sleepy and have no interest in learning historical and historical classical Chinese. What kind of idea and method should be used to teach is the question that educators should think about. This paper deals with the problem above. This paper is divided into four parts. The first part is the introduction, which introduces the research reason, research significance, literature review and research methods of this study, introduces the current research situation of historical and historical classical Chinese, and provides materials for the Suggestions on the teaching of historical and historical classical Chinese. The second part is the study of the basic situation of historical classical Chinese. This study proceeds from the concept and text features of historical and historical classical Chinese to obtain the teaching value of historical and historical classical Chinese. The third part is an investigation on the status quo of historical classical Chinese. By means of questionnaire, this paper tries to grasp the reality, find out the actual teaching situation of historical and historical classical Chinese, and analyze the reasons. In the fourth part, according to the analysis of the teaching and research status of historical and historical classical Chinese in previous chapters, systematic and feasible teaching ideas and strategies are put forward. The researchers believe that front-line teachers should have the concepts of "student-oriented, adhering to moral cultivation", "curriculum standards as the outline, promoting teaching reform", "teaching materials as the basis, grasping the teaching content", "learning humorous skills, stimulating language vitality", "open teaching, inclusive and diversified innovation". In terms of teaching strategies, the researcher mainly introduces four kinds of "teaching methods", "creation activities", "combination of reading and writing" and "scientific evaluation". Among them, the creation activities include drama performance, debate competition, scene setting, inquiry class and so on. In conclusion, based on the current teaching situation and the stylistic characteristics of historical and historical classical Chinese, the researchers strive to find practical and targeted methods for frontline teaching.