高中英语游记类语篇读写整合教学实践

Teaching Practice of Integrating Reading and Writing of Travel Journal in Senior English

摘要: 语篇作为语言知识学习、文化涵养培育与正确价值观树立的重要载体，具有不可替代的教学价值。游记类语篇兼具真实性、文学性与文化性，融合自然风光、人文风情、旅行体验与情感抒发于一体，语言优美，写作手法多样，是培养学生读写能力的优质资源。教师在教学中应深入解读此类语篇，以实现科学合理的教学设计。本文以人教版高中英语选择性必修二第四单元阅读课文《Seeing the True North via Rail: Vancouver and the Heart of Canada》为例，基于读写整合的教学理念，系统探讨游记类语篇的教学实践。具体教学流程包括：“任务驱动，多模态资源导入”“体验入文，梳理语篇要素”“双重互动，渗透文化意识”“深度解析，赏析写作技巧”“语篇回顾，探究写作脉络”“话题引导，构思写作内容”以及“聚焦写作，开展多元评价”，旨在帮助学生掌握游记的文体与语言特征，发展其比较、整合、拓展与迁移等高阶思维能力，最终构建以读促写、以评促学的高效英语课堂。

Abstract: As a significant vehicle for acquiring language knowledge, fostering cultural literacy, and establishing sound values, discourse holds an essential position in language teaching. Travelogues, characterized by their authenticity, literary merit, and cultural richness, blend natural landscapes, cultural practices, personal experiences, and emotional reflection into a cohesive whole. Their refined language and varied compositional techniques make them valuable resources for developing students’ literacy skills. It is therefore important for teachers to conduct in-depth analysis of such texts to facilitate well-structured instructional design. Taking the reading passage “Seeing the True North via Rail: Vancouver and the Heart of Canada” from the People’s Education Press elective compulsory coursebook for senior high English as an example, this paper discusses the teaching of travelogue-style discourse within a reading-writing integrated framework. The instructional procedure consists of the following phases: task-driven introduction with multimodal resources, text immersion to identify discourse elements, interactive tasks to enhance cultural awareness, close analysis of writing techniques, structural review to examine composition logic, guided discussion to generate writing ideas, and a focused writing session followed by multi-dimensional evaluation. Through these steps, the study aims to help students grasp the stylistic and linguistic features of travelogues, cultivate higher-order thinking skills—such as comparing, integrating, expanding, and transferring knowledge, and ultimately achieve an effective English class that uses reading to stimulate writing and evaluation to reinforce learning.