文言文一直是语文课程教学的重要内容，新课标背景下文言文教学的地位更为突出。然而在实际语文教学实践中，文言文教学是一线教师普遍重视却颇为吃力的地方。论说类文言文由于逻辑性强、思路严密，对学生理性思维比其他文言文的学习要求高，容易流向枯燥，教学效果不容乐观。《劝学》作为统编高中语文教材中的第一篇文言文且是论说类文言文，在教学中存在教学模式僵化、文化教学不足、思辨性教学资源有待开发等问题，亟待解决。

本研究旨在通过名师课例比较和评析，总结出值得借鉴的公共经验，尝试解决《劝学》教学中普遍存在的问题，供一线教师借鉴与参考。研究对象为立足讲台深耕多年、对教育改革具有较为敏锐洞察力的三位名师的《劝学》课例，采用案例分析法、比较研究法、三角互证法等方法，比较与分析所选取的三个名师《劝学》教学课例在教学目标、教学内容、课堂组织实施方面的处理方法，从学理上切入语文课堂教学的内部，进行分析、阐释和研究，总结教学经验。针对《劝学》教学中存在的主要问题，从打破僵化教学模式、挖掘文本的文化性、注重思辨能力培养三方面提出具体改进策略。最后再由“一篇到一类”，从教学价值五维度、教学内容四方面、教学活动四层级、教学策略九项搭建古代论说论教学设计框架，为一线教师《劝学》及其他论说文教学设计与实施提供参考。

Classical Chinese has always been an important part of Chinese curriculum teaching. In the context of the new curriculum, the teaching of literary languages has become more prominent. However, in the actual language teaching practice, the teaching of literary texts is an area that front-line teachers generally attach importance to but struggle with. Theoretical literary texts are highly logical and rigorous, and require more rational thinking than other literary texts, so they tend to be boring and the teaching effect is not optimistic. As the first literary text in the unified high school language textbook, Exhortation to learn has problems such as rigid teaching mode, insufficient cultural teaching, and discursive teaching resources to be developed, which need to be solved.

The purpose of this study is to summarize the public experience worthy of reference through the comparison and evaluation of the class cases of famous teachers, and to try to solve the common problems in the teaching of Exhortation to learn for the reference of front-line teachers. The object of the study is to compare and analyze the teaching methods of the three selected master teachers' Exhortation to learn in terms of teaching objectives, teaching contents and classroom organization and implementation by using the methods of case study, comparative study and triangulation, etc., and to analyze, interpret and study the teaching methods of the three selected master teachers' Exhortation to learn from the theoretical point of view. The study also aims at analyzing, interpreting, and studying the teaching experiences of the three famous teachers. In view of the main problems in teaching Persuasion, we propose specific improvement strategies in three aspects: breaking the rigid teaching mode, exploring the cultural aspects of the text, and focusing on the cultivation of discernment. Finally, from "one piece to one category", the framework of ancient didactic design is built from five dimensions of teaching value, four aspects of teaching content, four levels of teaching activities, and nine teaching strategies, providing reference for front-line teachers in the design and implementation of teaching Exhortation to learn and other didactic texts.