散文由于历史原因和其本身的性质，一直是中学语文阅读教学的主导文类， 在“部编版”教材的选编之中，也依旧沿袭这样的传统，可以说优化散文教学的问题，是改善语文课堂实践和提高语文教育质量的重要途径。在所有的散文选篇 中，《藤野先生》是一篇具有重要地位的典型初中散文，作为鲁迅的一篇经典的 回忆性散文，这篇课文集叙事和抒情为一体，饱含感人至深的师生情和爱国之情， 符合初中阶段的学情，本篇对于思维和语言的要求较高，符合学生语文核心素养 的最近发展区，是一篇研究鲁迅散文教学的重点篇目，由于其本身的文本特质， 这篇课文也是初中语文的长难篇目。 然而，在一线语文教学实践中，许多教师并不能区别回忆性散文与其他阅读 选文，有关本篇的教学产生了较多的问题，包括但不限于回忆性散文的教学点把握不清、教学过程复刻阅读教学模板、教学内容呈现不清等。此类实际教学并没 有发挥出本“定篇”和同类回忆性散文文本的独特教学价值。 本文首先论述了课例的选择标准，即如何从众多课例中选择具有典型性的课 例，本研究认为从丰富的课例总结出来的名师典型课例，是群体备课和教学智慧 的结晶，正是可以代表同类文本教学现状的范本。接着，本研究引进课堂评价量 表，以《义务教育课程标准（2022 年版）》和文本特性为指导，基于课堂评价 的 5A100 量表与 LICC 范式下的教学维度，制定出符合本课例的研究量表，并根 据专家建议进行量表优化，主要从学生学习维度（Learning）、教师教学维度 (Instruction)、课程性质维度(Curriculum)和课堂文化维度(Culture)等多个维 度采用比较研究法探讨《藤野先生》的教学，以期能够优化《藤野先生》的教学 活动，充分发挥该作品的教育价值。 通过比较发现，本研究选取的多个典型课例均符合提升学生语文核心素养的 需求，在提升学生语文素养、尊重文本特性、读写结合和树立鲁迅形象的方法上 值得借鉴。基于此，本文综合语文课程标准的要求、教材提示和文本特质，总结 出本研究得到的教学启示，提出对于教学实践现状的优化策略，希望能够为一线 教学提供一定的参考。

Prose, for historical reasons and by its own nature, has always been the dominant genre in reading teaching in secondary schools, and in the selection of the new Ministry of Education textbook, it still follows this tradition, so it can be said that optimizing the teaching of prose is an important way to improve the practice of the language classroom and to improve the quality of language education. Among all the prose selections, Mr. Fujino is a typical junior high school prose with an important status. As a classic reminiscent prose of Lu Xun, this text integrates narrative and lyricism and is full of touching teacher-student and patriotic feelings, which is in line with the learning condition of junior high school stage, and it has higher requirements for thinking and language, which is in line with the recent development zone of students' core language literacy, and it is a key piece for the study of teaching and learning Lu Xun's prose. It is a study of Lu Xun's prose, which is a key part of teaching, and due to its own textual qualities, this text is also a long and difficult part of junior high school language. However, in the practice of first-line Chinese teaching, many teachers are unable to distinguish between recalling prose and other reading texts, and there are many problems related to the teaching of this article, including but not limited to the unclear grasp of the teaching point of recalling prose, the reproduction of reading teaching templates in the teaching process, and the unclear presentation of teaching content. This kind of practical teaching does not bring into full play the unique teaching value of this "set piece" and similar reminiscing prose texts. This paper focuses on the problems arising in this kind of actual teaching, and selects typical examples of famous teachers as the object of study. Firstly, it discusses the selection criteria of the examples in this paper, that is, how to select typical examples from a large number of examples, and the crystallization of typicalexamples of famous teachers summarized by rich examples is precisely the model that can represent the status quo of teaching the same kind of text. Next, this study introduces the classroom evaluation scale, takes the Compulsory Education Curriculum Standards (2022 Edition) and text characteristics as a guide, and based on the 5A100 scale of classroom evaluation and the teaching dimensions under the LICC paradigm, formulates a research scale that meets this lesson example and optimizes the scale according to the expert's suggestions, mainly from the dimensions of students' learning, teacher's teaching, the nature of the curriculum and the classroom culture, and so on. A comparative research method was used to explore the teaching of Mr. Fujino in several dimensions, with a view to optimizing the teaching activities of Mr. Fujino and giving full play to the educational value of the work. Through comparison, it is found that several typical examples selected for this study are in line with the needs of enhancing students' core language literacy, and are worthy of reference in terms of enhancing students' language literacy, respecting the characteristics of the text, combining reading and writing, and establishing the image of Lu Xun. Consequently, this document amalgamates the language curriculum standards' prerequisites, the suggestions of educational resources, and the text's features, encapsulates the pedagogical understandings derived from this research, and proposes enhancement tactics for maintaining current teaching methods, aiming to offer specific guidelines for practical teaching.