“高中语文专题教学”发展至今，已成为培养语文核心素养的重要教学方式。其中“选题”作为专题教学的关键枢纽和核心流程，是专题教学进入探究环节的起始点，选题质量直接关系到专题学习的整体质量。本文梳理高中语文专题教学研究成果，将其分为“同题共研”和“异题各研”两种类型。通过分析“异题各研”型专题教学典型案例，从中提取选题流程规划、选题质量评价和选题教学指导三方面对选题环节实施策略进行研究，以期为教学实践提供参考。研究发现，高中语文专题教学选题环节可分为“辅助选题”“收集选题”“评价选题”三步。“辅助选题”方法多样，主要有示例指导、材料辅助、精读延伸三种。学生完成选题后，教师可借助选题申报表为学生搭建支架，帮助学生呈现选题。进行选题评价时，教师应遵循评价原则从问题价值维度、语言表达维度、学科素养维度开展，并及时反馈评价结果。为提高选题质量，还可采取集中教学和个别指导相结合的方式，对学生进行具有针对性、专业性和建设性的教学指导。

"High school Chinese Project-based teaching" has been developed so far, and it has become an important teaching method to cultivate the core literacy of Chinese. Among them, "topic selection" is the key hub and core process of topic teaching, and is the starting point for topic teaching to enter the inquiry link. The quality of topic selection is directly related to the overall quality of topic learning. This article sorts out the research results of high school Chinese Project-based teaching, and divides them into two types: "same topic and research together" and "different topic each research". Through the analysis of the "different topics and each research" type of topic teaching typical cases, the topic selection process planning, topic selection quality evaluation and topic selection teaching guidance are extracted from the three aspects to study the implementation strategies of the topic selection link in order to provide reference for teaching practice. The study found that the topic selection of high school Chinese teaching can be divided into three steps: "assisted topic selection", "collection topic selection", and "evaluation topic selection". There are various methods of "assisted topic selection", mainly including example guidance, material assistance, and intensive reading extension. After the students have completed the topic selection, the teacher can use the topic selection declaration form to build a scaffold for the students to help the students present the topic selection. When conducting the evaluation of topic selection, teachers should follow the evaluation principles from the dimension of question value, language expression, and subject literacy, and provide timely feedback on the evaluation results. In order to improve the quality of topic selection, a combination of centralized teaching and individual guidance can also be adopted to provide targeted, professional and constructive teaching guidance to students.