学生对文言文的学习长期停留在被动接受、死记硬背的浅层学习水平。在引入导学案这一工具之后，情况并未有太大的改善。究其原因，文言文导学案的设计和使用在理论和操作层面均存在问题。本研究就从促进学生深度学习的角度出发，从理论和实践层面探讨文言文导学案设计。

首先，通过文献综述，了解文言文深度学习和文言文导学案设计的研究现状，并在此基础上界定核心概念。文言文深度学习是区别于传统文言文学习方式而言的追求理解的有意义的学习，可从学习内容、学习方式、学习过程和学习结果四个层面进行理解。在文献梳理的基础上，对以促进深度学习的导学案设计进行理论建构和特征概括，为问题的分析和改进提供理论依据。

通过问卷调查和访谈，了解到文言文导学案设计和使用中存在的问题主要表现为：在学习方式上，停留在浅层学习层面，整个学习过程缺乏有效的学法指导；在内容设计上，习题量大，整个导学案训练本位特征明显；在反思评价方面，评价内容单一，学生缺乏参与的积极性和主动性；在设计主体方面，缺乏良好的学生参与导学案设计的机制,造成学生缺位。

在此基础上，为优化高中文言文导学案设计提出建议：在设计主体方面，兼顾教师的主导性和学生的主体性；在学习内容方面，以文言、文化、文学、文章为框架对文本内容进行深入分析梳理；在目标设计方面，要以布鲁姆目标分类理论为指导，基于课标、教材文本分析及学情调查进行教学目标设计；在问题设计方面，转化文本内容，创设真实情境；阶梯式组织问题，逐层递进深入；激发元认知，引导反思建构；设计变式练习，促进迁移应用。

基于理论层面的探索，笔者结合具体文言文设计案例，总结出促进深度学习的文言文导学案设计流程及各阶段导学案发挥的主要功能：1.研读课标教材，确定内容目标；2.初读文本，整体感知阶段：诊断摸底，调查学情；3.研读文本，深入探究阶段：设置情境，问题引导；4.拓展延伸，回顾总结阶段：迁移应用，反思评价；5.整理记录。

Students' learning of classical Chinese has remained passive and rote for a long time. After the introduction of learning worksheet, the situation has not changed much. The reason is that there are some problems in the design and use of classical Chinese learning worksheet. From the perspective of promoting students' deep learning, this study explores the design of classical Chinese learning worksheet from the theoretical and practical aspects.

First of all, understand the research status of classical Chinese deep learning and the design of classical Chinese learning worksheet through literature review, and on this basis to define the core concepts. The deep learning of classical Chinese is a meaningful learning which is different from the traditional learning method of classical Chinese. It can be understood from four aspects: learning content, learning method, learning process and learning result. On the basis of literature review, this paper constructs the theory of the worksheet design to promote deep learning, and summarizes the characteristics of it, so as to provide a theoretical basis for the analysis and improvement of the problems.

Through the research and interview, the author found that the problems existing in the process of designing and using classical Chinese learning worksheet are as follows: in terms of learning styles, students' learning stays at the superficial level, and lacks effective guidance of learning methods in the whole learning process; in the content design, there are too many exercises, and the whole learning worksheet has obvious characteristics of training standard; in the aspect of reflection and evaluation, the evaluation content is single, so students lack the initiative to participate in this activity; in the aspect of design subject, there is a lack of good mechanism for students to participate in the design of learning worksheet, resulting in the absence of students.

On this basis, suggestions are put forward to optimize the design of high school classical Chinese learning worksheet. In the aspect of design subject, we should give consideration to teachers' dominance and students' subjectivity. In terms of learning content, the text content is deeply analyzed and combed in the framework of classical Chinese, culture, literature and articles. In the aspect of goal design, it should be guided by Bloom's goal classification theory, based on course standard, analysis of teaching materials and learning situation investigation. In the aspect of problem design, we should transform the text content to create real situation; organize the problem in a hierarchical way, and deepen the problem layer by layer; stimulate the metacognition, and guide the reflection construction; design the variation exercise to promote the migration and application.

Based on the theoretical exploration, the author combined with specific classical Chinese design cases to explore the design process and the main functions of learning worksheet in each stage: 1. Study the course standard materials and determine the content and objectives; 2. The stage of text initial reading and the overall perception: the learning worksheet is made to diagnose and investigate students' learning situation; 3. The stage of studying and probing into the text: it is used to set the situation and guide the questions; 4. The stage of expansion and extension, review and summary: it is designed to promote migration and application, reflection and evaluation; 5. Keep records.