当前我国高中语文教学存在两个难题：首先是新晋的“逻辑的力量”单元教学难题。“逻辑的力量”单元由三个学习活动构成，主要内容为基础的逻辑知识。作为高中语文统编版教科书选择性必修上册的第四个学习单元，“逻辑的力量”单元相较于传统的学习单元更具开放性与操作性，但该单元的一线教学目前仍处于知识传授阶段，教师教学侧重于让学生理解知识而不是运用知识，这与教材编者所期望的“发展逻辑思维，滋养理性精神，提升思维品质”相去甚远。其次是经典的议论文写作教学难题。近年来，高中语文作文命题对议论文写作的理性思辨能力与逻辑思维能力的要求更高，但一线教学中学生所受的逻辑思维训练不足，现阶段的议论文写作教学还难以解决学生在写作方面存在的诸多逻辑问题。

由于逻辑思维与议论文写作之间关系紧密，逻辑思维是议论文写作的内核机制，议论文写作是逻辑思维的重要运用领域，而议论文写作的说理性、思辨性和逻辑性的特点决定了写作教学必须与逻辑思维训练相结合，“逻辑的力量”单元恰好承担了提升学生思维品质的重任。因此，本研究意图通过笔者在教育实践中了解到的该单元的实际教学情况，在充分研读与分析相关文献的基础上，联系高中议论文写作的命题特点及目前存在的逻辑问题，尝试将“逻辑的力量”单元教学与高中议论文写作教学相链接，以提升学生的议论文写作的逻辑思维水平为目标进行“逻辑的力量”的教学研究，提炼并总结出相应的教学策略与学习支架，形成具有实用性与丰富性的教学设计应用于教学实际，以冀为“逻辑的力量”单元教学与高中议论文写作教学相结合提供一种新的思路。

本论文第一章研究的是“逻辑的力量”单元的教材设计。首先，通过对高中语文课程标准的相关内容的解读，以及对教科书所呈现的单元知识内容的梳理，本研究发现该单元的三个学习活动（特别是学习活动三“采取合理的论证方法”）与议论文写作紧密相关，这为链接议论文写作进行单元教学提供了可能性；其次，在该单元的分析与归纳中，本研究提炼出了该单元在教材设计上呈现出的三个特点（层进式的内容安排、针对性的学习任务、情境化的学习活动），初步明确了该单元教学与议论文写作教学相结合的基本思路。

本论文第二章研究的是“逻辑的力量”单元的教学现状，分为学生学习情况调查与教师教学情况调查。在学生调查方面，本研究对学生学习前的知识基础、学习期待以及学习后的心得感受进行调查，了解到学生的学习需求与实际的学习体会；在教师调查方面，本研究通过现场观课、教师采访，以及对单元教学计划的总结分析，进一步了解到该单元教学主要集中在知识授予层面，存在可提升空间——引导学生对单元所学知识进行迁移与运用，这为后续的教学设计研究提供了实践方向。

本论文第三章研究的是“逻辑的力量”单元与议论文写作之间的相关性。本研究通过分析议论文写作所需的三种逻辑思维（思辨性、说理性、逻辑性），结合近年来高考语文全国卷作文命题与评价的特点，对当前高中生议论文写作存在的逻辑问题进行归纳与分析，目的是为后续的教学设计提供具体的问题情境，提高教学设计的实用性与针对性。

本论文的最后一章综合了前三章的研究成果，开展链接议论文写作的“逻辑的力量”单元教学设计。本研究依据高考语文作文命题的考查重点，从单元教学现状及学生的议论文写作实际问题出发，提出了链接议论文写作的“逻辑的力量”单元教学设想。本研究设计了“运用逻辑规律审题立意”“巧用推理形式设立分论点”“活用辩证思维强化论证”三个拓展课时，并开发了一个完整的议论文写作学习支架贯穿其中，此学习支架能够可视化地呈现出学生议论文写作的逻辑思维过程，以便教师对学生的写作构思与写作结果进行针对性地指导。此教学设计的主要目标是引导学生将所学的逻辑知识内化为议论文写作的知识支撑与能力素养，进一步发展学生的逻辑思维能力，提升学生议论文写作的思辨性、说理性、逻辑性，培养学生的语言建构与运用、思维发展与提升等语文学科核心素养，更好地发挥“逻辑的力量”单元的学习作用。

There are two difficulties in the current teaching of high school language in China. The first one is the recent challenge of "The Power of Logic" unit teaching. This unit is a unified version of the high school language optional compulsory textbook, book 1, unit 4 of the study content, consisting of three learning activities, the main content of this unit for the basic knowledge of logic, which is more open and operative compared with the traditional learning unit. However, at present, the front-line teaching of this unit is still at the stage of knowledge transmission, and teachers focus on making students understand knowledge rather than applying it, which is far from what the editors of the textbook expect, namely, "to develop logical thinking, nourish the spirit of rationality, and improve the quality of thinking". The second one is the argumentative essay writing classic teaching challenge. In recent years, the high school essay proposition emphasizes the examination of students' rational discursive ability and logical thinking ability, but at this stage of high school argumentative essay writing teaching for the students' logical thinking training is insufficient, it is difficult to solve the current argumentative essay writing the existence of many logical problems.

According to the close relationship between logical thinking and argumentative writing, logical thinking is the kernel mechanism of argumentative writing, argumentative writing is an important application of logical thinking, and argumentative writing of reasoning, discursive and logical characteristics of the writing of the argumentative essay must be combined with the writing teaching and logical thinking training, "The Power of Logic" unit is exactly the important task of improving students' thinking quality. Therefore, this study intends to link the teaching of "The Power of Logic" unit with the teaching of high school argumentative writing through the actual teaching situation of the unit that the author has learned in the educational practice, as well as on the basis of fully studying and analyzing the relevant literature, and in connection with the propositional characteristics of high school argumentative writing and the current logical problems, in order to improve students' level of logical thinking, to refine and summarize the teaching research of the fourth "The Power of Logic" unit in the selective compulsory book of the unified edition of high school language textbook. With the goal of improving the logical thinking level of students' argumentative writing, we will conduct a research on the teaching of the fourth unit of "The Power of Logic" in the first book of the selective compulsory textbook of the unified version of the high school textbook. The study refines and summarizes the corresponding teaching strategies and learning scaffolds, and forms a practical and rich teaching design to be applied in teaching practice. The purpose of this study is to provide a new way of thinking for combining the teaching of "The Power of Logic" unit with the teaching of high school argumentative writing.

The first chapter of this thesis examines the design of materials for "The Power of Logic" unit. First of all, through interpreting the relevant contents of the high school language curriculum standards and sorting out the knowledge content of the unit presented in the textbook, the authors found that the three learning activities of the unit (especially learning activity 3 "Adopting Reasonable Methods of Argumentation") are closely related to the writing of argumentative essays, which offers the possibility of linking to the writing of argumentative essays in the unit teaching. Secondly, in the analysis and generalization of the content of the unit, the authors distilled the unit in the design of the material presents three characteristics (progressive content arrangement, targeted learning tasks, contextualized learning activities), which initially clarified the basic idea of the unit teaching and argumentative essay writing teaching.

The second chapter of this thesis examines the current state of teaching and learning in "The Power of Logic" unit, which is divided into a survey of student learning and a survey of teacher teaching. In terms of student surveys, this study investigated students' pre-school knowledge base, learning expectations, and post-school perceptions and feelings in order to understand their learning needs and actual learning experiences. In terms of teacher investigation, through classroom observation, interviews with teachers, as well as summarizing and analyzing the unit lesson plans, this study further understood that the teaching of this unit was mainly at the level of knowledge granting, and there was still room for enhancement, i.e., guiding students to transfer and apply what they had learned in this unit. The findings in this chapter provide practical directions for subsequent research on instructional design.

Chapter third charpter of this thesis examines the relevance of "The Power of Logic" unit to the writing of argumentative essays. By analyzing the three kinds of logical thinking required for argumentative essay writing (discursive, expository and logical), and combining the characteristics of the composition propositions and evaluations of the national volume of the college entrance examination language in recent years, this study summarizes and analyzes the logical problems existing in the current argumentative essay writing of high school students. The research results in this chapter provide specific problematic situations for the subsequent teaching design, which can improve the practicality and relevance of teaching design.

The final chapter of this thesis synthesizes the findings of the previous three chapters into a design for "The Power of Logic" unit in conjunction with teaching argumentative writing. This study puts forward the teaching concept of "The Power of Logic" unit which links the writing of argumentative essays based on the examination focus of the high school language essay proposition, and from the current situation of the unit teaching and the actual problems of the students' argumentative essay writing. This study has designed three extension lessons: "Applying the Laws of Logic to Examine Issues and Make Ideas", "Using Reasoning to Set Up Sub-arguments", and "Using Dialectical Thinking to Strengthen Argumentation". This study also developed a complete learning scaffold for argumentative writing throughout, which can visualize the logical thinking process of students' argumentative writing, so that teachers can provide targeted guidance to students' writing ideas and writing results. The main goal of this teaching design is to guide students to internalize the knowledge of logic into the knowledge support and ability of argumentative essay writing. This will enhance students' discursiveness, rationality and logic in writing argumentative essays and further develop their logical thinking ability, cultivate students' core literacy in language construction and use, thinking development and improvement, and better utilize the learning function of "The Power of Logic" unit.