新课改下初中文言文篇幅比重增加说明了文言文的重要性，王荣生认为文言文教学是“一体四面”的教学，“一体”表明文言文是中华传统文化的载体，“四面”是文言文教学的四个内容层面，分别是文言、文章、文学、文化。以往传递－接受式教学模式客观上导致了文言文学习的思维僵化，而活动是思维激发的重要催化剂，教学活动的组织和开展是语文教学成效的关键。现如今对于文言文教学活动设计的研究情况不容乐观，本研究旨在针对“一体四面”理论下的文言文进行教学活动设计的研究，改变教学活动研究缺乏的现状。

     文言文教学是“一体四面”的教学，有其自身的教学和文学的理论依据和实践意义。在教学依据上，初中语文课程标准中对文言文教学内容和目标中含有文言知识、文章章法、文学鉴赏、文化内涵体会的要求。“认知建构”主义理论主张学习主体通过同化和顺应机制自主建构知识，文言文教学内容是由文言基础知识到文化深层体会的新旧知识的联结；在文学依据上，古代孔子文论中“兴观群怨”是“一体四面”教学的源头活水，其中“兴观”是文学与文化价值的体现，“群怨”是文言文综合人文价值的体现。同时以“一体四面”为指导，促进学习主体的语言的建构与运用，思维的发展与提升，审美的鉴赏与创造，文化的传承与发展。基于此，“一体四面”的教学内容和目标要在活动中实现，活动设计对于发挥学生主体性，促进学科学习兴趣的提升，体现语文课程工具性，激发文化自信，促进学生学科思维发展等具有重要意义。同时“活动理论”的活动系统和层次结构为教学活动的设计提供了可行性。

     本研究主要采用案例分析法、案例对照法和观察法，对文言文“一体四面”教学活动中有效案例和较差案例作对比分析。从文言教学活动的系统性、文章教学活动适用性、文学教学活动实践性、文化教学活动建构性分析活动的有效性设计；从文言层活动的形式性、文章层活动不完整性、文学层活动表面性、文化层活动缺失性得出教学活动设计中的较差特征。以《岳阳楼记》和《醉翁亭记》为例，进行九班与十班不同学情相同文本案例下的“一体四面”的文言文教学活动设计，笔者通过观察学生真实的课堂反应，分别总结两班的教学活动特色。在“建构主义”理论下的《岳阳楼记》“一体四面”的教学，文言教学活动注重主体有意义的建构，文章教学活动注重知识的生成性，文学教学活动注重个体学习的个性化，文化教学活动注重合作学习的社会建构性。在“兴观群怨”理论下的教学，文言教学活动中注重挖掘文化价值，文学鉴赏活动中发挥审美功能，对比阅读活动中注重评价情感和思想。在“建构主义”下《醉翁亭记》“一体四面”的教学，文言层教学活动注重学习者的主动建构，自主学习；文章、文学层教学活动注重个体经验的合理利用，并强化对新知识的运用；文化层教学活动注重多元反馈评价，并培养师生元认知水平。在文学理论指导下，文言字词活动中注重群体合作，文学鉴赏中注重探索独特的“乐”与“忧”思想境界。同时做好案例对照的反思总结。从两班的教学实践得出要促进内外活动相互转化和依据学情设置中等的学习任务。

    案例分析和实践结果表明文言文教学活动中要遵循活动的系统性规律，通过从活动主客体，活动工具，活动任务情境创设到活动的评价反馈中进行活动系统各要素分析，实现从横向维度的要素系统性和纵向维度活动前中后整体性的文言文教学活动模型建构。同时笔者在系统性基础上提出要遵循适应性的实践教学，并设计在文言、文章、文学、文化四个维度对应的创造性实践活动。

      Under the new curriculum reform, the increase in the proportion of classical Chinese in junior middle school shows the importance of classical Chinese teaching. Mr. Wang Rongsheng believes that the teaching of literary languages is “one-four-sided” teaching, which shows that classical Chinese is the carrier of Chinese traditional culture, and “four sides” are the four content levels of classical Chinese teaching, namely Literary language and article level, Literature and Culture level. The previous transmission-reception mode of teaching objectively leads to rigid thinking in the learning of literary languages, while activities are an important catalyst for thinking stimulation. The organization and development of teaching activities are the keys to the effectiveness of Chinese teaching. Nowadays, the research situation of classical Chinese teaching activity design is not optimistic. This study aims to study the teaching activity design of classical Chinese under the theory of “A genre of four levels” to change the current situation of the lack of teaching activity research.

　　Classical Chinese teaching is the teaching of “A genre of four levels”. It has its own theoretical basis and practical significance in teaching and literature. In terms of teaching basis, the requirements for classical Chinese teaching content and objectives in the junior middle school Chinese curriculum standard include classical Chinese knowledge, article composition, literary appreciation, and cultural connotation experience. The theory of "cognitive constructivism" advocates that the learning subject constructs knowledge independently through the mechanism of assimilation and conformity, and that the content of teaching literary languages is the connection of old and new knowledge from basic knowledge of literary languages to deep cultural experience.On the basis of literature, in ancient Confucius’ literary theory, the theory of enlightening, observing, harmonizing, and criticizing is the source of “A genre of four levels” teaching, in which the theory of enlightening and observing is the embodiment of literary and cultural values, and theory of harmonizing and criticizing is the embodiment of the comprehensive humanistic value of classical Chinese. At the same time, under the guidance of “A genre of four levels”, promote the construction and application of the subject language, the development and improvement of thinking, aesthetic appreciation and creation, and cultural inheritance and development in classical Chinese teaching. Based on this, the teaching contents and objectives of “A genre of four levels” should be occurred and realized in the activities. The activity design is of great significance for giving full play to students’ subjectivity, promoting the improvement of subject learning interest, reflecting the instrumentality of the Chinese curriculum, stimulating cultural self-confidence, and promoting the development of students’ subject thinking. At the same time, the activity system and hierarchical structure of activity theory provide feasibility for the design of teaching activities.

　　This study mainly adopts the methods of case analysis, case comparison, and observation to make a comparative analysis of effective cases and poor cases in the teaching activity of “A genre of four levels” of classical Chinese. The effective design of activities is analyzed from the systematicity of literary language teaching activities, the applicability of article teaching activities, the practicality of literature teaching activities, and the constructiveness of cultural teaching activities; the poorer characteristics in the design of teaching activities are derived from the formality of literary language layer activities, the incompleteness of article layer activities, the superficiality of literature layer activities, and the absence of cultural layer activities. Taking Account of Yueyang Building and Account of Inebriate Pavilion as examples, this paper designs the classical Chinese teaching activities of “A genre of four levels”, under the text cases of different students in class 9 and class 10. The author summarizes the characteristics of the teaching activities of the two classes by observing the students’ real classroom reactions. In the teaching of “A genre of four levels” of Account of Yueyang Building under the theory of constructivism, classical Chinese teaching activities pay attention to the meaningful construction of subjects, article teaching activities pay attention to the generation of knowledge, literature teaching activities pay attention to the individualization of individual learning, and cultural teaching activities pay attention to the social construction of cooperative learning. In the teaching under the theory of watching with interest and feeling with resentment, we pay attention to excavating cultural value in classical Chinese teaching activities, give play to aesthetic function in literary appreciation activities, and pay attention to evaluating emotion and thought in comparative reading activities. In the teaching of “A genre of four levels” of Account of Inebriate Pavilion under constructivism, classical Chinese teaching activities pay attention to learners’ active construction and autonomous learning; The teaching activities of articles and literature pay attention to the rational use of individual experience and strengthen the application of new knowledge; The cultural level teaching activities pay attention to multiple feedback evaluations and cultivate the metacognitive level of teachers and students. Under the guidance of literary theory, we pay attention to group cooperation in classical Chinese word activities and explore the unique ideological realm of happiness and worry in literary appreciation. At the same time, do a good job in the reflection and summary of case-control. From the teaching practice of the two classes, it is concluded that we should promote the mutual transformation of internal and external activities and set medium learning tasks according to the learning situation.

　　The case analysis and practical results show that the systematic law of activities should be followed in classical Chinese teaching activities. Through the analysis of various elements of the activity system from the subject and object of activities, activity tools, the creation of activity task situation to the evaluation and feedback of activities, the construction of classical Chinese teaching activity model from the element system of horizontal dimension and the integrity before, during and after activities of vertical dimension can be realized. At the same time, the author puts forward that we should follow adaptive practical teaching systematically and design creative practical activities corresponding to the four dimensions of classical Chinese, articles, literature, and culture.