文言文是高中语文教学的重点也是难点。文言有独特的语法体系和表达方式，与现代文在语法与词汇方面有一定差异，致使不少学生对学习文言文敬而远之，教师在教学中也有畏难情绪。本论文通过文献考证与实证研究，得出当下文言文教学中存在的主要问题，并针对这些问题提出文言文教学策略。在此基础上，设计文言文教学案例，以验证教学策略的有效性。

    论文共分为五个部分。第一部分为绪言，立足于当前传统文化教育背景，阐述选题依据、研究目标、研究内容和研究方法，并对前期相关研究做了综述，为论文写作奠定基础。第二部分为高中文言文教学现状调查，通过研制调查工具，展开实施调查，分析调查数据，得出文言文教学存在的问题：教的方面主要是教学目标不够明确、教学方法不够恰当等问题；学的方面主要是学生学习态度不够积极、学习目的性不够明确等问题。第三部分在调查结果的基础上，提出高中文言文教学的策略。教学上要结合课标，明确教学目标，掌握教学方法；调动学生学习积极性，课内学习与课外实践有机结合；鼓励自主学习与合作有机融合；并探索创新教学方法，采用慕课方式，让开发的课程资源得以共享，提高教师自身的文言文素养。第四部分以课文《廉颇蔺相如列传》为例，根据第三部分的教学策略和“中华传统文化经典研习”学习任务群的文言文教学，设计具体教学案例，以验证教学策略的有效性。第五部分是对本研究的实践与反思，通过独立样本T检验，了解随机选择的两组学生，在学习水平上是同质的，再通过实践结果作实验组与对照组的斯皮尔曼等级相关性检测，得到结论——两组学生在传统教学评价中的成绩没有明显的高下之分，说明教育评价方式和形式应该也进行相应改革；学生考试成绩与学习兴趣呈正相关，说明在教学设计中应关注学生需求和兴趣去开发课程。

Classical Chinese is the focus and difficulty of high school Chinese teaching. Classical Chinese has its unique grammar system and expression way, which is different from modern Chinese in grammar and vocabulary. This makes many students afraid to learn classical Chinese,  and teachers afraid to teach. This paper bases on literature research and empirical research, concludes the main problems existing in classical Chinese teaching, and puts forward teaching strategies for these problems. On the basis of this, the paper designs a teaching case of classical Chinese to verify the effectiveness of the teaching strategy.

The dissertation is divided into five parts. Part one is the preface. Under the current background of emphasizing traditional culture and education, this part expounds the basis, research methods and research characteristics of the topic, and summarizes the previous researches, laying the foundation for the analysis of the following part. The second part is a survey on the status quo of classical Chinese teaching in senior high schools. Through the development of survey tools, the implementation of the survey, and the analysis of survey data, the author concludes the problems existing in classical Chinese teaching. In terms of learning, students' attitude towards learning is not positive enough and the purpose of learning is not clear enough. The third part, based on the investigation results, puts forward the teaching strategies of classical Chinese in high school. In teaching, we should make clear the teaching objectives and master the teaching methods according to the curriculum standards. Mobilize students' learning enthusiasm, the organic combination of classroom learning and extracurricular practice; Encouraging the organic integration of independent learning and cooperation; And change the teaching way, adopt the mooc way, let the development of curriculum resources can be Shared, improve teachers own classical Chinese literacy. The fourth part takes the text "Lian Po Lin Xiangru Lie Zhuan" as an example, and designs specific teaching cases to verify the effectiveness of teaching strategies according to the teaching strategies in the third part and the classical Chinese teaching in the learning task group of "study of classical Chinese culture". The fifth part is the practice and reflection, which is through independent sample t-test, understanding from random choose two groups of students, the level of learning is homogeneous, then through practice the results for the experimental group and control group Pearson correlation detection, come to a conclusion, two groups of students in the evaluation of the traditional teaching, no obvious rival that education evaluation method and the form should also corresponding reform; Students' test scores are positively correlated with their interest in learning, indicating that students' needs and interests should be paid attention to in teaching design to develop courses.