基于LICC课程性质维度下高中英语“以读促写”课例评析

Analysis of High School English “Reading-to-Writing” Lesson Cases under the LICC Curricular Nature Framework

摘要: 当前高中英语教学中，阅读与写作分离的现象较为普遍，从而导致学生语言输入与输出割裂、写作素材匮乏、语用能力薄弱等问题。为破解这一困境，文章将以人教版高中英语Book 2 Unit 3“The Internet”优质课例为依托，基于LICC课程性质维度，整合输入假说与输出假说理论展开系统评析。揭示“以读促写”教学模式设计的有效性及潜在瓶颈，并提出有针对性的教学建议，为高中英语“以读促写”教学提供有益的参考，助力提升学生的英语写作能力。

Abstract: In current high school English teaching, the separation of reading and writing is prevalent, leading to a disconnect between language input and output, a lack of writing materials, and weak pragmatic competence among students. To address this challenge, this paper systematically analyzes the high-quality lesson example from People’s Education Press High School English Book 2 Unit 3 “The Internet”, grounded in the curriculum dimension of the LICC framework and integrating the input hypothesis and output hypothesis. The study aims to reveal the effectiveness and potential limitations of the “reading-to-writing” instructional model design, offering targeted pedagogical recommendations. It seeks to provide a valuable reference for implementing “reading-to-writing” approaches in high school English teaching, thereby enhancing students’ English writing proficiency.