文言文堪称中华几千年语言文字运用的传承和典范。其语言精辟易懂，其说理流畅自如却不失含蓄隽永；叙事明了而不失生动感人；引经据典而不显晦涩艰深。作为古文化的传承者，我们对文言文的学习和传授有着责无旁贷的责任。本文研究的是在实际的教学过程中初高中文言文教学衔接的问题。现在的教学弊端影响了学生学习文言文的兴趣和对学生能力的培养。在初高中文言文教学衔接上，我认为应该将文言文需要掌握的知识点和能力点进行分层教学，实现六年一体化教学目标。即将这些点分到六年的教学中，在基本诵读能力的基础上，每学期、每学年的知识点各有侧重，各有突破。这里我将从四个方面进行介绍和分析：一是谈谈初高中文言文教学目标和评价标准的不同之处；二是文言文教材编写初高中应循序渐进形成知识系统；三是文言文教学上初高中应一体化设计；四是文言文考评初高中应有层级分别。这样就避免了以往很多文言文知识初中不讲，都等到高中再讲；或者初中简单讲，高中再仔细讲的教学模式带来的弊端，从而造成学生的压力过重或厌烦。同时在客观上还需要具备初高中一体化教学相应的条件：一是教师在文言文教学上要有衔接意识；二需要社会评价机制的理解和支持；三是学生要学会整理并融会贯通；四是学校内要营造初高中文言文教学衔接的氛围。真正把文言文教学在培养基本素养的前提下，实现六年一体化教学，在获得具体成就感的同时潜移默化地学习文言文而不是文言工具。

As the heritage and model of the Chinese language for thousands of years, the classical Chinese is insightful and easy to understand, fluent and implicit; its narrations are direct yet vivid, and its quotations are appropriate not abstruse. We, as the inheritors of the classical Chinese, take the responsibility to learn and teach the classical Chinese. This thesis focuses on the interconnection of the classical Chinese teaching between junior high school and senior high school. The present teaching defects affect the interest in learning and development in capacity for students to learn the classical Chinese. In the interconnection, the classical Chinese teaching should be in stratified teaching based on different language points and ability points to achieve the goal of the six-year integrated teaching. With the students’ basic reading ability, each year, even each term should focus on different points to achieve different goals in the six-year integrated teaching. The thesis contains four parts: the first part presents the differences in the teaching goals and evaluation standards of the classical Chinese teaching between junior high school and senior high school; the second part is about the systematic formation in the junior-senior classical Chinese teaching compilations; the third part talks about the integrated design in the junior-senior classical Chinese teaching; the fourth part is the stratified evaluations in the junior-senior classical Chinese teaching. These methods can avoid the teaching defects caused by the delaying and insufficient classical Chinese teaching in the junior high school, which may cause the students’ overstress and weariness in the senior high school. Simultaneously and objectively, there should be proper conditions for the junior-senior integrated teaching: the consciousness for the classical Chinese teaching from the teachers, the understanding and support from the social evaluation system, the systematic arrangement ability from the students, and the atmosphere for the interconnection of the junior-senior classical Chinese teaching from the schools. To develop the basic knowledge of the classical Chinese in the six-year integrated teaching, the students should learn classical Chinese imperceptibly to attain the accomplishments, but not learn a language tool.