专题教学对于解决语文教学过分工具化、功利化和教学效益低下等问题是一种有益尝试；鲁迅作品是中学生宝贵的学习资源，高中鲁迅作品教学存在的问题也具有典型性和挑战性。本研究旨在达成鲁迅作品教学目标的同时，探索和总结适应高水平文科学生的高中语文专题教学设计理念和实施策略，为高中语文专题教学和鲁迅作品教学的相关研究提供参考。从这一宗旨出发，本文从整体安排、教学目标、教学过程、教学重点、教学评价五个方面阐述了高一语文鲁迅作品专题教学的设计理念和思路；在动员准备、单篇鉴赏、课内整合、专题研究和展示交流等五个阶段的实施过程中，将单篇与专题教学的优势相结合，总结出基于系统思考的“个性指导策略”“支持保障策略”和“学习评价策略”；就专题教学下高中语文课堂形态，高度关注学生的认知过程和思维特点，提出“以问题为核心的阅读课”“以思维为核心的写作课”“以研究为核心的专题学法指导课”和“以听说为核心的成果展示汇报课”等四种课型，并结合典型案例对不同课型相应的教学策略进行了阐述。

Project-based teaching is a possible solution to the problems in Chinese teaching, including low teaching proficiency, over-utilitarian tendency, and overemphasis of the instrumental functions of language. The works of Lu Xun are treasure for learning Chinese. And the problems in teaching them are typical and challenging. This study aims at achieving the objectives of project-based learning of Lu Xun’s works, and exploring and summarizing teaching concepts and implementation strategies of project-based Chinese learning which fit the level of liberal art students in senior high schools. In order to attain the objectives of this research, this thesis illustrates designing concept and logic from the following five aspects: overall arrangement, teaching objectives, teaching procedure, teaching emphasis, and teaching assessment; In the five stages of motivating students, learning individual articles, integrating textbook materials, project-based learning, and presentation and communication, the author combines the strengths of article-based teaching and project-based teaching, and proposes “individual instruction strategies”, “supportive strategies”, and “assessing strategies”; Focusing on the classroom forms, students’ cognitive process and the features of their thinking, the author proposes four typical class types, “question-centered reading class”, “thinking-centered writing class”, “project-centered study methods teaching class” and “listening-and-speaking-centered presentation class”, and also illustrates the relevant teaching strategies in each class type with specific cases.