文本的“论述逻辑”是高中语文《乡土中国》思辨性阅读教学的重中之重。立足于“思辨阅读”，通过文献研究法、文本分析法和案例分析法，综合梳理了《乡土中国》的论述逻辑教学策略。在《乡土中国》阅读教学中，教师多以结构阅读法、思维导图法、形式图式法引导学生梳理作品的论述逻辑。结构阅读法即在阅读过程中分析文本结构，以文字的形式记录相关信息，理清层次框架。思维导图法即借助思维导图直观呈现论述逻辑，提取并内化文本信息，梳理行文脉络。形式图式法即唤醒议论文三要素的学习经验，紧抓文本主干，把握论证思路。梳理以上方法后，针对《乡土中国》论述逻辑的阅读教学提出了建议，试图为一线教师提供一些学术论著的阅读教学思路，帮助学生摒弃碎片化、感悟式、浅层次的阅读陋习，培养逻辑思维、思辨性思维，建构起阅读学术论著的经验方法。

The discourse logic of the text is the most important part of the critical reading teaching of From the Soil: The Foundations of Chinese Society (hereinafter referred to as) in senior high school. Based on critical reading, this paper comprehensively sorts out the teaching strategies of discourse logic in From the Soil through literature research, text analysis and case analysis. In the reading teaching of From the Soil, teachers guide students to sort out the logic of the work with structural reading, mind mapping and formal schema. The structural reading method is to analyze the structure of the text in the process of reading, record the relevant information in the form of text, and clarify the hierarchical framework. The method of mind mapping is to visually present the logic of discourse, extract and internalize the text information, and sort out the context of the text with the help of mind mapping. The formal schema method is to awaken the learning experience of the three elements of argumentation, grasp the main body of the text, and grasp the argumentation ideas. After sorting out the above methods, this paper puts forward some suggestions for the reading teaching of discourse logic in From the Soil, trying to provide some ideas for front-line teachers in teaching academic works, help students abandon fragmented, perceptive and shallow reading habits, cultivate logical thinking and critical thinking, and construct empirical methods for reading academic works.