在课改的大背景下，要求教师切实根据学生的需求进行教学，但是在落实上却大打折扣，存在不重视学生思维训练的问题。在笔者的教学过程中，发现初三学生在学习议论文的时候，对于文章中心论点和行文结构的判断上存在困难，这是传统的讲练结合的模式所不能解决的，主要因为议论文阅读虽然是中考的一个考察点，但初中学生学习议论文从初三开始，时间较晚，篇幅较少；学生受自身抽象逻辑思维发展水平的限制，不能完全理解议论文的内部逻辑结构。为了解决初三学生学习议论文时遇到的问题，本研究采用行动研究的研究方法，以乌鲁木齐市第九中学初三（3）、（4）班的45名学生作为研究对象，参照前测结果以及对学生情况的总体把握，确定研究问题，即初三学生议论文学习存在的主要问题是不能理解文章的逻辑结构，并选择进行初三议论文专题学习的方法来解决此问题。专题学习不同于普通教学，关注学生言语思维的提升，能够真正地做到以学生为中心。本研究中的专题学习以议论文学习中遇到的问题为“题”。专题学习的方案设计是基于学情的,从学习目标、学习过程、学习重点、学习评价四方面进行设计，包括“单篇鉴赏”“问题探讨”“辩论展示”“成果分享”四个阶段，在此基础上实施专题学习，主要对专题学习各个阶段中的“课堂学习”“个性指导”“学习评价”的实施策略和典型案例进行阐述，总结专题学习的成效，并提出修正方案。研究发现，学生在完成初三议论文专题学习后，议论文阅读量和写作量大幅提升，议论文的阅读和写作水平显著提高，对于专题学习满意度高，兴趣浓厚。经过精心设计的符合学生学情的初三议论文专题学习是一种有效教学策略，它可以解决初三学生议论文学习中的问题，提高学生议论文阅读的成绩，进而达到初三进行议论文复习的目的。

In the background of the curriculum reform, teachers are required to teach students based on their demand. However, in fact, the implement has decreased seriously. There is a problem that teachers don’t give much attention to the training of students’ thinking. In the process of teaching, the author finds that when the students in the third year of middle school write argumentation, they have difficulties in the judging of the central argument and the structure of the passage, which can not be solved by the traditional teaching mode, the combination of telling and practicing. The main reason is that although it is examined as a key point in the senior high school entrance examination, the study of argumentation is only a little from the third year of middle school. Students are limited by their own development of abstract logic thinking, they are not able to fully understand the internal logic structure of argumentation. In order to solve the difficulties of learning argumentation of the students in the third year of middle school, the author mainly adopts the way of action research, and use the 45 students in class 3 and 4 of grade 9 in Urumqi No.9 middle school as the research objects. The research consults the results of pre-test and grasp the overall situation of students to confirm research theme, which is the main problem of studying argumentation of the third year students in middle school is that they can’t understand logical structure of passages. Besides, the author chooses the way of thematic learning on argumentation of the third year students to solve this problem. Thematic learning is different from the ordinary teaching, it pays attention to the verbal thinking promotion of students and it can really achieve the pattern of students-centered. The author regards the problems encountered in the study of argumentation as a theme. The project design of thematic learning is based on students’ learning situations, which involves learning target, learning process, important point and evaluation and it evolves four stages, which are individual appreciation, discussion, the debate show and sharing. The author implements the thematic learning on this basis. The author will elaborate the strategy and typical cases of classroom study, Individual guidance and evaluation evolved in each stage. Based on the research, the author concludes the effect of thematic learning and proposes the correction scheme. The research finds that after completing the thematic learning on argumentation, students' reading and writing of argumentative papers will be increasing, and their reading and writing levels of argumentation will improve. What’s more, students are satisfied in thematic learning and they have great interest in it. The thematic learning on argumentation of the third year students in middle school, which has been carefully designed and confirms to the students’ learning situation, is an effective teaching strategy. It can solve the problems in learning argumentation, improve students’ grades of reading argumentation, and achieve the purpose of reviewing the argumentation in the third year of middle school.