在高中语文教学中，文言文尤其是论说类文言文的教学是学生学习的重难点内容。其中，高一语文经典课文《过秦论》又以其丰富的文本容量、复杂的论证思路以及深刻的思想观点，在论说类文言文篇目的教与学中有着较高难度。为了探究核心素养视域下的《过秦论》教学设计与实施，为一线教师的教学改进提供充分的借鉴和参考，选取了在语文教育改革方面具备敏锐洞察力的三位名师，采用案例分析法和比较研究法，对他们的《过秦论》教学案例进行比较研究。综合学界现有的研究，从教学价值、教学目标、教学内容、教学导入、教学活动这五个维度对三位名师的《过秦论》教学案例进行了细致的比较研究。经过比较，研究发现教师可以通过将文本核心特质或重点教学目标与课堂核心线索相结合，在各个教学环节中设置好明确侧重点的方法来提升《过秦论》的教学质量。在核心素养培育方面，教师可以在课堂中植入“一点中心，多点延伸”的内核结构，有重点地建构学生的核心素养；就核心素养培育的具体内容来看，教师应当在《过秦论》的课堂中重点培育“思维发展与提升”和“语言建构与运用”两大核心素养。最后，研究总结了论说类文言文的教学设计框架，并提出设置清晰课堂线索、利用教学导入和教学活动吸引学生兴趣的具体建议，为语文教师提升论说类文言文的教学质量提供了参考。

During the teaching process of Chinese class in senior high school, writings in classical Chinese especially the argumentative writings in classical Chinese are the most difficult learning content for students. Because of its abundant content, complicated train of thought and profound purport, the classical writings Crimes of Qin is extremely tough for students and teachers among all the texts. In order to find the teaching tactics of Crimes of Qin from the Chinese key competence which will be presented as the reference for teachers, the research choose the case study method and comparative study method, selecting three famous Chinese teachers who have the keen view in reformation of Chinese education. In the view of the present study, the research has compared the teaching value, the teaching targets, the teaching content, the teaching prelude and the teaching activities of three teachers’ cases. After the Comparative study, the research consequence has found that teachers can improve the teaching of Crimes of Qin with numerous tactics. First of all, they can combine the literature cores of the writing and the teaching cores of their classes. Then, they can attach importance to the specific part during the article study. In respect of improving key competence, teachers can use one of the key competences to promote all the class. Regarding to the specific Chinese key competence, teachers can improve the thinking development and upgrading and the language construction and application with these teaching tactics. Finally, the research has extracted the class deigning blueprint of the argumentative writings in classical Chinese teaching. Meanwhile, it was revealed that teachers can set the clear clue in class and use the teaching prelude and the teaching activities to  make students immerse in the class. It will provide Chinese teachers with the clear suggest which could improving the quality of classical Chinese teaching.