散文，是我国中小学语文教材和语文教学的主体。在散文篇目中，抒情散文篇目最多，是教学的重点和难点。对高一年级的学生来说，通过经典散文的学习，培养审美情趣、发展独立阅读能力、建立写作逻辑，有其必要性和重要性。专题教学具有灵活性和生成性，为学生提供了极大的发展空间。以专题教学的的形式来进行现代抒情散文教学，可有效解决教学中存在“学习兴趣不足、教学方法机械化、学习效果浅表化”等问题。为此，本研究积极探索和研究切实可行的教学方法。通过专题教学设计、专题教学实施、学后问卷测查三个方面开展研究工作，具体研究工作如下： （1）专题教学设计。在专题教学设计中，本研究立足于教材，课内外兼顾，基于现代抒情散文的原生价值，充分挖掘其教学价值，尊重学生的个性化差异和发展规律；以“在反复阅读中提升学生的阅读能力、多次写作和修正中形成研究成果，以期展示汇报”为教学目标，循序渐进，因势利导。该专题教学设计坚持守本原则和适切性原则，从品读作者隐蔽的感悟、体味语言特征、领会作者表达感悟方式三个方面来做引导，逐层推进。 （2）专题教学实施。教学实施环节，主要是教学课堂实践和教学特例分析。教学课堂实践主要包括五个环节：学前动员课（激发学生兴趣）、高效阅读课（梳理整合学生的“阅读发现”，提升阅读能力）、归纳写作课（以“感悟式”的随笔为突破口，提升写作能力）、学法指导课（以研究探讨来答疑解惑）和成果展示课（以演讲汇报来提升听说能力）；教学特例分析穿插于教学实践中。 （3）学后问卷测查。学后问卷测查以李克特五点量表来进行，检测学生的学习效果。 通过学后问卷测查数据分析可知，学生学习现代抒情散文的满意度提高，学习兴趣增强；写作畏难情绪减退，写作水平提高；阅读数量提高，阅读能力有所提升。学后问卷测查数据分析结果表明，本研究的专题教学设计取得了良好的教学效果，该专题教学设计具有可行性和创新性。 当然，基于学情的灵活性、专题教学的生成性特征，本研究的教学设计还存在些许瑕疵，已经在“教学设计存在的不足”中指出，并予以教学设计修正，对教师和学生给出了相应的教学建议。

The prose is the main body of Chinese textbooks and Chinese teaching in primary and high schools in China. Especially modern lyric prose captures the focus of teaching but is difficult. It is extremely important for freshman students in high school, to study classical prose, cultivating aesthetic interest, develop independent reading ability, and logic writing. Topic teaching is full of feasible and effective, which could provide large development space for students. It is significantly effective to solve the problems, such as insufficient interest, mechanical teaching methods, and learning ineffectiveness, which demonstrates in modern lyric prose teaching in high school. In order to effectively couple with the problems aforementioned, this thesis has actively exploited effective and practical teaching methods, applied in modern lyric prose teaching. This research has worked in three aspects: topic teaching design, topic teaching implementation, and the post-study questionnaire survey, respectively. The details are as following: (1) Topic teaching design.This thesis has researched on teaching design by thematic teaching form, assisted by the practical teachers’ interview and preschool questionnaire survey, in modern lyric prose teaching. This study fully exploits teaching value, which relies on teaching materials and considering both inside and outside the classroom, based on making full use of the original value of modern lyric prose, in the guidance of respecting students ' individualized differences and development rules. The teaching goals are improving students ' reading ability in repeated reading, accomplishing research achievements in multi-writing and revising, and making a presentation, step by step and taking advantage of the situation. The design holds on original and adaptive principal, which obeys three aspects, i.e, author's hidden feelings, language characteristics, and style of author's expression, respectively. (2) The topic teaching implementation. The thesis mainly focus on teaching practice and the special case analysis to finish the topic teaching implementation. The first part mainly includes five links: preschool mobilization class(activating interesting), efficient reading course(teasing the “reading discovery” to improve reading ability), inductive writing course(promoting writing ability by “gnostic” jottings), learning method guidance course(solving problems by discussion and study), and achievement display course(improving listening and speaking by speech) respectively; the second interspersed in the first part. (3) The post-study questionnaire survey. This part is used to measure students ' learning effect with Rickett five point table. According to the data analysis of post-learning questionnaire, students ' satisfaction is increasing in learning modern lyric prose, their interest in learning is improving, their writing fear mood is decreasing, their writing level is promoting, the number of reading is increasing, and their reading ability is improving. The results have shown that the teaching design, achieved in this research, has achieved good teaching results, and it importantly is feasible and innovative. Of course, there are still some imperfections, existed in the flexibility of learning feelings and the generative characteristics of thematic teaching , which has been pointed out in the part of shortcomings in teaching design, and gives some revised advice, in addition, there are some corresponding teaching suggestions for teachers and students.