语篇分析在高中英语读后续写教学中的策略研究——以人教版高中英语教材为例

A Study on the Strategies of Discourse Analysis in the Teaching of English Reading and Writing Continuation in Senior High School—Taking the People’s Education Edition of Senior High School English Textbooks as an Example

摘要: 本研究旨在探索语篇分析在高中英语读后续写教学中的应用策略，以提升学生的综合语言运用能力。研究采用文献分析法和教学实践研究法，以人教版高中英语教材为蓝本，在广东省韶关市Z中学高二年级随机选取两个平行班进行实验，实验班接受语篇分析策略教学，对照班沿用常规教学方法，研究包括前测、教学干预和后测三个阶段，数据收集包括学生续写作文和自制量表评分，并借助SPSS 27.0分析软件量化评估。结果显示，实验班学生在语言复杂度、逻辑连贯性和内容创新性三个维度上均有显著提升，表明语篇分析策略能有效促进学生读后续写能力的发展。研究结论指出，语篇分析理论为高中英语读后续写教学提供了重要支撑，通过解读语篇主题、挖掘文本细节、梳理逻辑脉络和模仿语篇框架等策略，可显著提升学生的写作水平和核心素养，对实现新课标教学目标具有重要意义。

Abstract: The purpose of this study is to investigate the application strategies of discourse analysis in the teaching of English continuation writing in senior high school, aiming to enhance students’ comprehensive language use ability. The research adopted literature analysis and teaching practice research methods, taking the People’s Education Edition of Senior High School English Textbooks as an example. The study was conducted in Grade 11 of Z Middle School in Shaoguan City, Guangdong Province. Two parallel classes were randomly selected, with the experimental class receiving discourse analysis strategy teaching and the control class continuing with the conventional teaching method. The research included three stages: pre-test, teaching intervention, and post-test. Data collection involved students’ continuation writing essays and self-made scale scores, and the data were quantitatively assessed using SPSS 27.0 analysis software. The results showed significant improvements in the experimental class students’ language complexity, logical coherence, and content innovation, indicating that the discourse analysis strategies can effectively promote students' continuation writing ability. The conclusion points out that discourse analysis theory provides important support for the teaching of English continuation writing in senior high school. By employing strategies such as interpreting the theme of the discourse, mining text details, sorting out logical threads, and imitating the framework of the discourse, students’ writing level and core literacy can be significantly improved, which is of great significance to achieving the teaching objectives of the new curriculum standards.