初中英语以读促写教学模式应用研究

A Study on the Application of the Reading-to-Write Model in Junior High School English Education

摘要: 《义务教育英语课程标准(2022年版)》强调语言技能的综合运用，明确提出通过阅读促进写作能力发展的教学要求。然而，当前初中英语“以读促写”教学面临读写分离、写作脱离真实场景、缺乏思维方法指导、评价模式单一等深层困境，导致阅读与写作未能形成有效的互促机制。本研究在系统梳理输入输出假说、读写结合理论及支架理论的基础上，提出“多维解构–支架搭建–迁移生成–评价反思”四阶读写整合教学模式，并结合典型课例分析其操作路径与实践成效。研究认为，实现从“输入”到“建构”的跨越，关键在于锚定读写关联点、设计梯度化支架、创设真实性任务，使学生在深度理解文本的基础上实现语言知识的创造性运用与核心素养的协同发展。

Abstract: The Compulsory Education English Curriculum Standard (2022 Edition) emphasizes the comprehensive language ability and explicitly states the teaching requirements for promoting writing abilities through reading. However, current junior high school English teaching method of “reading-to-write” faces profound challenges such as the separation of reading and writing, the detachment of writing from real-life scenarios, a lack of guidance on thinking methods, and a single evaluation model, which have prevented the formation of an effective mutual-promotion mechanism between reading and writing. Based on a systematic review of the Input-Output Hypothesis, the Theory of Reading and Writing Integration, and the Framework Theory, this study proposes a four-stage reading-writing integration teaching model: multi-dimensional deconstruction, scaffolding construction, transfer generation, and evaluation reflection. The study also analyzes the operational path and practical effectiveness of this model through examples of typical lessons. The research concludes that the key to bridging the gap from “input” to “construction” lies in anchoring on the connection between reading and writing, designing graded scaffolds, and creating authentic tasks, enabling students to apply linguistic knowledge creatively and develop core competencies through deep understanding of texts.