随着新课改的深入推进，初中语文专题教学已不是一个陌生的课题，它以学生在学习中提出的问题为教学的出发点，极大地发挥了学生的学习自主性，对矫正传统教学中碎片化、程式化等问题是一种非常有益的尝试。《论语》作为儒家文化的经典著作，对于初中生学习和弘扬中华优秀传统文化，具有不可替代的作用。本研究旨在完成七年级《<论语>十二章》教学目标的同时，通过实践研究探索出符合初中生学情的专题教学实施方案，为《论语》教学和初中语文专题教学的研究与实践提供参考。从这一宗旨出发，本文以初中语文核心素养的培养目标为导向，立足初中生的学情和初中《论语》教学现状，阐述了初中《论语》专题教学的设计思路和实施过程。在前期准备、定篇阅读、拓展阅读和成果展示四个阶段的实施过程中探索出五种课型，分别是以激趣为主的导读课、以启发为主的汇报分享课、以体验为主的综合性学习课、以思考为主的写作课、以体悟为主的总结课，并结合具体案例对相应的设计理念进行了阐释。经过实践研究，最终得出四条关于设计实施初中语文专题教学的结论。第一，初中语文专题教学的设计要注重结构性和层次性。第二，初中语文专题教学的设计要适合初中生的学习能力和知识水平。第三，初中语文专题教学的设计要突出自主、合作、探究的学习方法。第四，初中语文专题教学的设计要侧重实践性和感悟性。

With the deepening of the new curriculum reform, special topic teaching of Chinese in junior middle school is no longer a strange subject. It takes the questions raised by students in learning as the starting point of teaching, greatly plays the students' learning autonomy, and is a very beneficial attempt to correct the fragmentation and stylization of traditional teaching. The Analects of Confucius, as a classic work of Confucian culture, plays an irreplaceable role in the study and promotion of Chinese excellent traditional culture for junior high school students. The purpose of this study is to achieve the teaching goal of the Twelve Chapters of the Analects of Confucius in grade Seven, and to explore the implementation plan of thematic teaching in line with the learning situation of junior middle school students through practical research, so as to provide reference for the teaching of the Analects of Confucius and the research and practice of Chinese thematic teaching in junior middle school. From this purpose, this paper, guided by the cultivation goal of the core quality of Chinese in junior high school, based on the learning situation of junior high school students and the teaching status of the Analects of Confucius in junior high school, expounds the design idea and the implementation process of teaching the Analects of Confucius in junior high school. In the implementation process of the four stages of preliminary preparation, final reading, extended reading and achievement display, we have explored five types of courses, including "introduction class focusing on exciting interest", "report and sharing class focusing on inspiration", "comprehensive learning class focusing on experience", "writing class focusing on thinking" and "summary class focusing on understanding". Combined with specific cases, the corresponding design concept is explained. After practical research, four conclusions on the design and implementation of junior high school Chinese thematic teaching are finally drawn. First, the design of Chinese subject teaching in middle high school should pay attention tostructure and hierarchy. Second, the design of special teaching of junior middle school Chinese should be suitable for junior middle school students' learning ability and knowledge level. Third, the design of junior middle school Chinese thematic teaching should highlight the learning methods of autonomy, cooperation and inquiry. Fourth, the design of junior middle school Chinese special teaching should focus on practicality and perception.