2017年修订的《普通高中语文课程标准》对教师在教学创新中培养学生语文核心素养、提高写作能力提出了要求。在当前高中语文教学中写作教学以议论文写作为主。但目前高一议论文写作教学中存在教学模式单一、学生兴趣低下、阅读与写作割离等问题，将群文阅读融入议论文写作教学有利于改变这一现状。当前学界对群文阅读、以读促写等教学理念的研究已取得一定进展但实际影响有限，基于群文阅读的高中议论文教学研究仍处于边缘地带。群文阅读融入议论文的教学实践中存在教师理论学习的不足和实践落地困难等问题亟待解决。本文结合群文阅读和以读促写的概念内涵，以文献和教材分析为依据，并借助一线教学案例与教学效果数据，以部编版高中语文必修上册第六单元的教学设计为例，得出关于群文阅读设计、读写结合点设置和议论文写作教法更新三方面的教学建议，对提高学生的议论文写作能力具有重要意义。

The revised Chinese Language Curriculum Standards for Ordinary High Schools in 2017 have put forward requirements for teachers to cultivate students' core language literacy and improve their writing ability in teaching innovation. In current high school Chinese language teaching, writing instruction mainly focuses on argumentative writing. However, there are currently problems in teaching high school freshmen to write argumentative essays, such as a single teaching mode, low student interest, and a separation between reading and writing. Integrating group text reading into argumentative writing teaching can help change this situation. The current academic research on teaching concepts such as group text reading and promoting writing through reading has made some progress, but its actual impact is limited. Research on teaching high school argumentative essays based on group text reading is still on the edge. In the teaching practice of integrating group text reading into high school argumentative essays, there are problems that need to be solved urgently, such as insufficient theoretical learning by teachers and difficulties in practical implementation. This article combines the concepts of group text reading and promoting writing through reading, based on data and textbook analysis, and with the help of frontline teaching cases and teaching effectiveness data, taking the teaching design for Unit 6 of the compulsory high school Chinese textbook of the Ministry of Education as an example, draws teaching suggestions on three aspects: group text reading design, setting of reading and writing integration points, and updating of teaching methods for argumentative writing, which is of great significance for improving students' ability to write argumentative essays.