读后续写侧面描写的“Show, Don’t Tell”教学策略

Teaching Strategies of “Show, Don’t Tell” for Indirect Characterization in Continuation Writing

摘要: 针对高考英语读后续写教学中学生语言直白、细节空洞、描写功能缺失的共性痛点，本文采用文本对比分析、教学实践复盘与教研访谈法，系统诊断学生侧面描写的核心写作误区，基于“Show, Don’t Tell”写作原则，构建动作感官、环境隐喻、物品象征、对话推动四层递进的侧面描写教学模型，设计配套闭环教学步骤与分层训练方案。实践表明，该模型能有效缓解学生续写叙事张力不足的问题，提升文本生动性与情节连贯性，为高中英语读后续写细节教学提供了可复制的实践路径。

Abstract: Aiming at the common pain points of straightforward language, empty details, and missing descriptive functions in students’ writing in the teaching of English continuation writing for the College Entrance Examination, this paper adopts textual comparative analysis, teaching practice review, and teaching research interview methods to systematically diagnose the core writing misconceptions of students in indirect characterization. Based on the “Show, Don’t Tell” writing principle, it constructs a four-level progressive teaching model of indirect characterization, which consists of action and sensory description, environmental metaphor, object symbolism, and dialogue-driven narration. Supporting closed-loop teaching procedures and hierarchical training programs are also designed. Practice shows that this model can effectively solve the problem of insufficient narrative tension in students’ continuation writing, improve text vividness and plot coherence, and provide a replicable practical path for the teaching of details in high school English continuation writing.