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1、寫作是高中學生英語應用能力中最薄弱的環(huán)節(jié)。常用的寫作教學方法有三種：成果教學法、過程教學法和體裁教學法。這三種教學方法各具優(yōu)點和不足。
本文根據Badger&White(2000)提出的過程體裁教學法進行了實證研究。在Badger&White理論的基礎上，本文首先提出了英語作文6步教學法：寫前活動(包括范文分析、頭腦風暴、列提綱)、一稿、修改(自我修改、同伴修改、全班修改)、二稿、教師評改、定稿并展示。然后，這一方法被運用
2、于實證研究，探討其在高中英語寫作教學中的有效性。本研究的受試者是浙江省瑞安市某中學兩個班的同學，其中一個班為實驗班，采用過程體裁教學法；另一個班為控制班，采用成果教學法。研究采集了實驗前后的2次期末考試總分成績和寫作成績，并在受試中進行了調查問卷。最后，本研究采用SPSS軟件包來統(tǒng)計、分析實驗前后采用不同教學方法的兩班學生的寫作水平差異。
統(tǒng)計結果表明，在受試兩個班級中，過程體裁教學法能有效地培養(yǎng)了學生的寫作能力，提高學生
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