先秦儒家选文在高中语文教学中占有非常重要的地位，传统单篇教学以三维目标为主，在人格教育与语文教学相结合的实践方面有所欠缺。本文以主题项目的方式设计教学，整合教学资源，打破单篇教学的限制，从研究性学习的角度，引导高中生建立对先秦儒家思想的整体认识。

本研究对实践班级进行先秦儒家选文阅读兴趣方面的调查。结果显示，学生存在兴趣不足、教师存在教学实施不足等问题。本文以人格教育为中心，以先秦儒家相关的思想内容、语言文化和人格教育三个纬度为教学目标。以“仁之本性”、“智之潜学”、“勇之向徳”和“专题研讨”为四个主题提供了四个课段共计十三个课时的教学设计并进行教学实践。在教学过程中，通过写作评价量表和小组合作评价量表评估学生课中课后的参与情况和学习情况。从专题教学设计自身和人格教育实施两方面提出教学建议。

本研究发现以专题教学的方式进行先秦儒家选文教学，对于优秀传统文化进课堂有重要意义。在进行教学实施后，学生对理想人格的认识更加深入。教师在进行教学目标设计时，将人格教育作为中心，有助于学生有意识的发展和培养自己的道德品质。学生对于先秦儒家思想体系中的君子形象有了更深刻的认识，学习先秦儒家选文的兴趣得到了一定提升。经本研究发现，专题教学需要大量证据支持，应当以循证教学的眼光进行专题教学设计。问题聚焦是专题教学设计与实施的关键，专题教学需要在有限的课堂时间内尽可能多地完成教学内容。教师可以以多样化的视角参与到专题教学设计中，从研究者、学习者和跨学科三个角度理解专题教学，整合多种教学资源。在人格教育实施的过程中，学生应当充分利用教学资源，主动自觉的涵养自身品格，塑造理想人格。

The pre-Qin Confucian selected text plays a very important role in Chinese teaching in senior high school. The traditional single-text teaching focuses on the three-dimensional goal, and there is some deficiency in the practice of combining personality education with Chinese teaching. In this paper, themed projects are used to design teaching, integrate teaching resources, break the restriction of single teaching, and guide high school students to establish an overall understanding of pre-Qin Confucianism from the perspective of research learning.

This study investigates the interest in reading selected texts of pre-Qin Confucianism in practical classes. The results show that students have insufficient interest, teachers have insufficient teaching implementation and other problems. This paper focuses on personality education, and aims at three dimensions of pre-Qin Confucianism: ideological content, language culture and personality education. The teaching design and teaching practice of 13 class hours in four topics are provided by "the nature of benevolence", "the hidden learning of wisdom", "The courage of Virtue" and "special discussion". In the teaching process, the writing evaluation scale and group cooperation evaluation scale were used to evaluate students' participation and learning in class and after class. Some teaching suggestions are put forward from the aspects of thematic teaching design itself and personality education implementation.

This study finds that it is of great significance for the excellent traditional culture to be taught in the classroom by special teaching method. After the implementation of teaching, students have a deeper understanding of the ideal personality. In the design of teaching objectives, teachers take personality education as the center, which is helpful for students to consciously develop and cultivate their own moral character. Students have a deeper understanding of the image of the gentleman in the pre-Qin Confucian thought system and their interest in learning selected texts of Pre-Qin Confucianism has been improved to a certain extent. This study finds that thematic teaching needs a lot of evidence support, so it should be designed with the perspective of evidence-based teaching. Problem focusing is the key to the design and implementation of thematic teaching which needs to complete as much teaching content as possible in limited classroom time. Teachers can participate in the design of thematic teaching from a variety of perspectives, understand thematic teaching from the perspectives of researchers, learners and interdisciplinary, and integrate a variety of teaching resources. In the process of implementing personality education, students should make full use of teaching resources, cultivate their own character voluntarily and consciously, and build ideal personality.