高中英语应用文写作教学中的读者意识培养教学模式构建

Construction of a Teaching Model for Cultivating Audience Awareness in English Practical Writing for Senior High School

摘要: 针对当前高中生英语应用文写作中普遍存在的“读者缺位”现象，文章在梳理读者意识理论内涵与教学价值的基础上，借鉴过程写作法及相关实证研究，构建了“四阶循环”教学模式。该模式通过“情境解析–例文诊断–语言借鉴–多元评价”四个紧密衔接的阶段，将读者意识从抽象理念转化为可操作、可观测、可评价的教学行为。在理论层面，该模式继承并发展了过程写作法，在“诊断”与“评价”环节系统融入读者视角。同时，文章讨论了该模式在不同教学条件下的变通策略及其潜在局限，以期为课堂实践中系统渗透读者意识提供可参照的路径。

Abstract: In response to the prevalent phenomenon of “audience absence” in senior high school students’ English practical writing, this paper, based on a review of the theoretical connotations and pedagogical value of audience awareness and drawing on the process writing approach and relevant empirical studies, constructs a “Four-Stage Cycle” teaching model. The model comprises four closely linked phases: context analysis, sample text diagnosis, language borrowing, and multi-dimensional evaluation, transforming audience awareness from an abstract concept into operational, observable, and assessable teaching practices. Theoretically, the model inherits and develops the process writing approach, systematically integrating audience perspective into the “diagnosis” and “evaluation” stages. Additionally, this paper discusses the model’s adaptability under different instructional conditions and its potential limitations, aiming to provide a replicable reference for systematically integrating audience awareness into classroom instruction.