以读促写教学模式对高中生英语写作动机的影响研究

An Empirical Study on the Influence of the Reading-to-Writing Teaching Model on Senior High School Students’ English Writing Motivation

摘要: 作为学习者必须掌握的四项技能之一的写作，在现阶段越来越成为众多专家学者们和一线教师们关注的焦点。学习动机是一种引导和维持学生行为并使其导向一定学习目标的动态倾向，是学生们追求某种预期目的的自觉意识。因此，在教学中，教师应该不断改进教学方法，努力激发学生的写作兴趣，使学生产生有效的写作动机，从而起到促进学生英语写作成绩的提高和写作水平的提高的作用。研究发现：“以读促写”教学模式对学生写作动机的四个维度均起到了积极作用。其中，在增强学生写作兴趣、写作期待和写作情感方面，效果更为显著；在促使学生认同写作价值方面，也产生了一定的积极效果。

Abstract: As one of the four essential skills that learners must master, writing has increasingly become the focus of attention among many experts, scholars, and frontline teachers in the current stage. Learning motivation is a dynamic tendency that guides and maintains students’ behaviors and directs them toward specific learning goals, representing students’ conscious awareness in pursuing certain expected objectives. Therefore, in teaching, teachers should continuously improve teaching methods and strive to stimulate students’ interest in writing, so as to enable them to generate effective writing motivation, which in turn can promote the improvement of students’ English writing scores and proficiency. The study found that the “reading-to-writing” teaching model has played a positive role in all four dimensions of students’ writing motivation. Among them, it has shown more significant effects in enhancing students’ writing interest, writing expectations, and writing emotions; it has also produced certain positive effects in promoting students’ recognition of the value of writing.