产出导向法在初中英语课程中的理论适配性与教学实践重构——基于昆山市第二中学七年级记叙文写作教学的行动研究

The Theoretical Applicability and Teaching Practice Reconstruction of the Production-Oriented Approach in Junior High School English Curriculum—An Action Research Based on Narrative Writing Teaching in Grade Seven of Kunshan No. 2 Middle School

摘要: 产出导向法(POA)作为本土化的外语教学理论，其“学习中心”“学用一体”等核心理念与新课程改革目标深度契合。本研究从课程与教学论的视角出发，以初中英语记叙文写作教学为场域，通过行动研究的方法，首先探讨POA与《义务教育英语课程标准(2022年版)》在课程目标、内容组织与评价导向上的理论适配性，论证其融入国家课程体系的学理基础。进而，针对传统写作教学“学用分离”的弊端，结合具体教学案例，系统重构了以“驱动–促成–评价”为核心的初中英语写作教学实践流程。重构重点在于：设计真实、关联的驱动情境以激发课程学习内驱力；围绕记叙文语篇特征与语言难点，提供脚手架式、选择性的促成活动以实现精准输入与差异化支持；建立师生合作、过程导向的评价体系以保障课程目标的有效达成。研究表明，基于POA的课程与教学重构，能够有效提升学生的写作动机、语篇构建能力与语言运用准确性，为在学科教学中落实核心素养培养提供了可操作的课程实施路径。

Abstract: As a localized foreign language teaching theory, the Production-Oriented Approach (POA), with its core concepts of “learner-centered” and “integration of learning and application,” deeply aligns with the goals of the new curriculum reform. This study, from the perspective of curriculum and pedagogy, uses junior high school English narrative writing teaching as its field of study. Through action research, it first explores the theoretical compatibility of POA with the “English Curriculum Standards for Compulsory Education (2022 Edition)” in terms of curriculum objectives, content organization, and evaluation orientation, demonstrating its theoretical basis for integration into the national curriculum system. Furthermore, addressing the shortcomings of traditional writing teaching's “separation of learning and application,” and combining specific teaching cases, this study systematically reconstructs the junior high school English writing teaching practice process centered on “driving-facilitating-evaluating.” The reconstruction focuses on: designing authentic and relevant driving situations to stimulate intrinsic motivation for learning; providing scaffolded and selective facilitating activities around the discourse characteristics and language difficulties of narrative writing to achieve precise input and differentiated support; and establishing a teacher-student collaborative, process-oriented evaluation system to ensure the effective achievement of curriculum objectives. The research shows that curriculum and teaching reconstruction based on POA can effectively improve students’ writing motivation, discourse construction ability, and language use accuracy, providing a practical curriculum implementation path for cultivating core competencies in subject teaching.