近年来，中华传统文化传承和发展的自觉追求驱动语文学科教育从教材编写到教学手段等各方面进行改变。2017版新课标将“中华传统文化经典研习”学习任务群作为课程内容之一，且在选择性必修阶段设置的学分远高于同学段的其他学习任务群。2019年秋期印发的高中语文统编教材也大大提升中华传统文化经典作品的比例且呈现新的编排形式。这些在强调研习中华传统文化经典作品重要性的同时，也为一线教学带来了挑战。本论文通过对“经典研习”学习任务群的提出背景、教学价值、内涵特点、目标重点、统编教材选篇等方面进行理论阐释和梳理分析，并结合现阶段教学实践中面临的问题和困境，提出教学策略和具体教学案例，以期望给当前教学带来启示和借鉴。
首先，本文通过梳理近几年有关中华传统文化经典作品教学现状的调查报告和专家文献，总结出本学习任务群的提出背景和教学价值。传统文化经典作品在以往教学中存在教学模式固化，教学目标维度单一，学生课堂参与度不高，教学内容重“言”轻“文”等问题。因而本学习任务群的提出有利于改善课堂教学，提升学生文言阅读能力，帮助学生树立对传统文化的正确认识，发展思维能力，凝聚民族精神，培养民族审美趣味等诸多教学价值。
其次，“经典研习”的教学有学习任务群的共性特点，也有其群属的特殊性，教师对其特点认知和把握程度直接影响教学整体趋向。本文在与其他17个学习任务群的多层面对比中，多角度明晰其特点。与不同学段相比，兼顾基础性与研究性；与同学段相比，突出民族性与传统性；从整体而言，强调整合诸多要素的大单元学习和以语文实践活动为中心的教学。
再次，本文依据对新课标中有关本学习任务群目标的阐释，明晰教学目标的设定原则和重点，并从语文核心素养的四个角度分析，明确本学习任务群教学目标的重点，且突出文化传承与理解和提升思维品质。
通过文本统计，本文先整体对高中语文统编教材中华传统文化经典作品的分布情况和选篇进行梳理，然后从各册选文数量比例、选文作者和时代分布、选文体裁类型和学习提示重点等方面对选文内容的构成全面分析，总结本学习任务群教学内容的特点。
在当前教学设计和实施过程中，教师面临来自教材和现实的诸多挑战，本文通过文本分析和问卷调查法，总结“经典研习”学习任务群教学中容易产生的问题，比如，任务设计形式空泛、情境设计虚假“真实”、活动走向“非语文”等。
结合以上分析，本文从设计原则、教学要点、具体方法三方面提出关于本学习任务群的教学策略。强调教师教学全程依据学情，凸显学生主体，且转变观念，贯通单元；依托教学支架，紧贴文本进行任务设置；求“真”唤“情”设计情境；整合不同任务群形成教学合力；借助“评点”促进细读，反复诵读激发学生情志等。最后，笔者尝试以选择性必修下册第三单元为例，进行单元教学设计，以供教师参考。

In recent years, the conscious pursuit of the inheritance and development of Chinese traditional culture has driven changes in Chinese education from textbook compilation to teaching methods. The 2017 version of the new curriculum standard includes the learning task group "Chinese traditional culture classics study" as one of the course content, and the credits set in the optional compulsory stage are much higher than other learning task groups in the class. The high school Chinese textbooks published in the autumn of 2019 have also greatly increased the proportion of traditional Chinese cultural classics and presented a new format. While studying and studying the importance of classic works of Chinese traditional culture, these also brought challenges to frontline teaching. This dissertation analyzes the background, teaching value, connotation characteristics, objectives and focus of the "classical study" learning task group, as well as theoretical explanations and analyses, and combines the problems and dilemmas faced in teaching practice at this stage. , Put forward teaching strategies and specific teaching cases in order to bring inspiration and reference to current teaching.
First of all, by combing the survey reports and expert literature on the teaching status of Chinese traditional cultural classics in recent years, the background and teaching value of this learning task group are summarized. Classical works of traditional culture have problems such as the solidification of the teaching mode in the past teaching, the single dimensionality of teaching objectives, the low participation of students in the classroom, and the emphasis on "speaking" than "text" in teaching content. The proposal of this learning task group is conducive to improving classroom teaching, enhancing students' classical Chinese reading ability, helping students to establish a correct understanding of traditional culture, developing thinking skills, cohesive national spirit, and cultivating national aesthetic taste and many other teaching values.
Secondly, the teaching of "classical study" has the common characteristics of the learning task group, as well as the particularity of its group. The teacher's cognition and grasp of its characteristics directly affects the overall trend of teaching. In the multi-level comparison with other 17 learning task groups, this article clarifies its characteristics from multiple angles. Compared with different school stages, it takes into account both basic and research; compared with classmates, it highlights nationality and tradition; as a whole, it emphasizes large unit learning that integrates many elements and teaching centered on Chinese practice activities.
Thirdly, based on the interpretation of the objectives of the learning task group in the new curriculum standard, this article clarifies the principles and priorities of the teaching objectives, and analyzes the core literacy of the language from four perspectives. It is clear that the teaching objectives of the learning task group should focus on culture. Inheritance and improve the quality of thinking.
Through text statistics, this article first sorts out the distribution and selection of Chinese traditional culture classics in the high school Chinese textbooks as a whole, and then selects the number of essays in each volume, the distribution of the authors and the times, the types of genres and learning tips Focus and other aspects comprehensively analyze the composition of the selected essays and clarify the characteristics of the teaching content of this learning task group.
In the current teaching design and implementation process, teachers are faced with many challenges from teaching materials and reality. This article uses text analysis and questionnaire survey methods to summarize the problems that are easy to arise in the teaching of the "classical study" learning task group, such as the empty task design form, Circumstance design is false and "real", activities are moving towards "non-language", etc.
Combining the above analysis, this article proposes teaching strategies for this learning task group from three aspects: design principles, teaching points, and specific methods. Emphasizes that the teacher's teaching process is based on the learning situation, highlights the main body of the students, and changes the concept, through the unit; relying on the teaching frame, close to the text for task setting; seeking "truth" and calling "emotion" to design the situation; integrating different task groups to form a teaching force; "Comment" promotes close reading, repeated reading stimulates students' sentiments, etc. Finally, this article attempts to take the third unit of the optional compulsory book as an example to design the unit instruction.