2021 年 1 月，教育部印发《革命传统进中小学课程教材指南》，将革命传统教育正式 划定为语文课程内容的重要组成部分。然而，反观当前教育教学的实际情况，革命传统作品所遭受的冷遇屡见不鲜，与之伴随的革命传统教育也并未落到实处。为此，笔者提出研究问题：在统编高中语文教材革命传统作品的教学中，如何建构有效渗透革命传统教育的语文教学内容？这一问题还将关涉另一前置问题：统编高中语文教材革命传统作品有哪些，在革命主题教育方面具有怎样的类型特点？由此，笔者将研究内容分为两个关键环节：

一是梳理统编高中语文教材革命传统作品教学篇目，按照革命人物、革命事件、革命理论、革命精神、革命时期社会生活五种革命主题类型对教材相关作品进行内容阐释，对应论文第二章“统编高中语文教材革命传统作品的选编概况和类型特点”。

二是基于上述教材内容，考察历年来一线教学现场统编高中语文教材革命传统作品的教学内容，从单篇教学视角和教材整合视角两大方面总结提炼能够有效渗透革命传统教育的合宜的语文教学内容，这里分别对应论文第三章“从单篇教学视角看统编高中语文教材革命传统作品教学内容的选择”和第四章“从教材整合视角看统编高中语文教材革命传统作品教学内容的建构”。其中，第三章关涉了“定篇”“例文”“样本”“用件”四种不同教学功能视角下教学内容的选择；第四章则是涵盖了“主题”“作家”“体裁”三个整合维度教学内容的建构。

研究发现，无论是单篇文本教学还是教材整合视角下的教学，革命传统作品的语文教学内容与革命传统教育内容的教学凝结点无外乎是语理分析、形象分析（意象分析、人物分析）、行文结构（或论证结构）、写作意图、现实意义、文体知识、阅读方法、写作技法、情境体验、主题升华、写作背景。而其中能够称之谓合宜的、优质的革命传统作品语文教学内容必须具备三大特性，即深刻性（思辨性）、真实性和生动性。由此剔除掉那些“一味唱高调”的、“造神”的、盲目空洞的政治说教和无厘头的革命激情。此外，教材革命传统作品整合层面的教学内容，在贯彻落实任务群“革命传统作品研习”的学习目标和学习内容的同时，还须最大限度地实现不同学习任务群、不同单元学习任务之间的融通与互联，发挥“教学合力”，作用于学生语文学科核心素养的全面发展。 

In January 2021, the Ministry of Education issued the "Guide to Revolutionary Tradition in Primary and Secondary School Curriculum and Teaching Materials," which officially delineates revolutionary tradition education as an important part of Chinese curriculum content. However, looking at the actual situation of current education and teaching, the cold treatment suffered by texts of revolutionary tradition is common, and the accompanying revolutionary tradition education has not been put into practice. For this reason, I poses the following research question: What are the appropriate Chinese teaching contents that can effectively penetrate the revolutionary traditional texts in the teaching of the unified high school Chinese textbooks? This question is also related to another antecedent research question: What are the texts of revolutionary traditions in the unified high school Chinese textbooks and what are their genre characteristics in terms of revolutionary theme education? Thus, I divides the research into two key aspects: 

The first is to sort out the texts on revolutionary traditions in the unified high school Chinese textbooks, and to explain the contents of the relevant texts in accordance with the characteristics of five types of revolutionary themes: revolutionary figures, revolutionary events, revolutionary theories, revolutionary spirit, and social life during the revolutionary period, which corresponds to Chapter 2 of the thesis, "Overview of the selection and characteristics of the types of texts on revolutionary traditions in the unified high school Chinese textbooks ".

Second, based on the content of the textbooks, we examine the teaching contents of the revolutionary traditional texts in the unified high school Chinese textbooks in the past years, and summarize and refine the appropriate Chinese teaching contents that can effectively penetrate the revolutionary traditional education from the perspective of single teaching and the perspective of integration of teaching materials. This chapter corresponds to Chapter 3 of the thesis, "The Selection of Teaching Contents of Revolutionary Traditional Texts in Unified High School Chinese Teaching Materials from the Perspective of Individual Teaching", and Chapter 4, "The Construction of Teaching Contents of Revolutionary Traditional Texts in Unified High School Chinese Teaching Materials from the Perspective of Teaching Materials Integration". Chapter 3 deals with the selection of teaching contents from the perspectives of four different teaching functions, namely, "definite", "sample", "sample", and "use pieces". Chapter 4 covers the construction of content in the three integrated dimensions of "theme," "writer," and "genre". 

It is found that whether teaching single texts or integrating teaching materials, the teaching contents of revolutionary traditional texts and revolutionary traditional education contents are only the condensation points of linguistic analysis, image analysis (imagery analysis, character analysis), line structure (or argument structure), writing intention, realistic meaning, genre knowledge, reading methods, writing techniques, contextual experience, theme sublimation, and writing background. The content of Chinese teaching of revolutionary traditional texts must have three main characteristics, namely profundity (discursiveness), authenticity and vividness. In this way, we can eliminate the "high-tone", "god-making", blind and empty political teachings and nonsensical revolutionary passions. In addition, while implementing the learning objectives and learning contents of the task group "Study of Revolutionary Traditional Texts", the teaching contents of the integrated level of revolutionary traditional texts in the textbook must also maximize the integration and interconnection between different learning task groups and different units of learning tasks, so as to bring into play the "teaching synergy The "teaching synergy" can contribute to the overall development of students' core literacy in Chinese subjects.