基于体裁教学的高中实用类文本写作与素养培养研究

Research on High School Practical Text Writing and Literacy Development Based on Genre Teaching

摘要: 课程标准将实用类文本教学视为培养学生语言素养的重要途径，强调其应“对接当代社会生活需求”。然而当前教学实践存在“重格式轻语用”的深层困境，症结在于割裂了体裁“形式规范、语言特征、使用情境”的有机统一。本研究在系统梳理体裁教学理论与实用类文本写作教学研究的基础上，构建“识体–仿体–创体”三阶段教学模型。该模型以体裁教学理论为基石，将“语境–功能–形式”统一的核心理念细化为可操作的教学步骤：识体阶段建立体裁认知，仿体阶段内化语言规范，创体阶段迁移语用能力。研究选取部编版高中语文必修上册第四单元《家乡文化生活》中的调查报告写作为核心案例，详细展示三阶段的具体教学活动、教学资源、支架设计及学生学习产出。研究表明，该模型能够有效提升学生的语境适配能力、逻辑表达能力与客观分析能力，实现体裁掌握与语言素养的协同发展，为落实课标“独立表达交流”要求、推动语文教学向实践转型提供有益参照。

Abstract: The curriculum standards regard the teaching of practical texts as an important means of cultivating students’ language literacy and emphasize that it should “meet the needs of contemporary social life”. However, current teaching practice faces a deep-rooted dilemma of “emphasizing format over language use”, with the core problem being the disconnection of the genre’s “formal norms, language features, and usage contexts”. Based on a systematic review of domestic and international genre teaching theories and research on the teaching of practical text writing, this study constructs a three-stage teaching model of “recognize genre-imitate genre-create genre”. This model, grounded in genre teaching theory, refines the core concept of unifying “context-function-form” into operable teaching steps: the recognize stage establishes genre awareness, the imitate stage internalizes language norms, and the create stage transfers pragmatic ability. The study selects the writing of investigation reports in the fourth unit “Hometown Cultural Life” of the compulsory first volume of the high school Chinese textbook (Ministry-edited version) as the core case, detailing specific teaching activities, teaching resources, scaffold design, and student learning outcomes across the three stages. The study shows that this model can effectively enhance students’ contextual adaptation ability, logical expression ability, and objective analysis ability, achieving the coordinated development of genre mastery and language literacy, and provides a useful reference for implementing the curriculum standard’s requirement of “independent expression and communication” and promoting the practical transformation of Chinese language teaching.