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1、寫作是高中學(xué)生英語應(yīng)用能力中最薄弱的環(huán)節(jié)。常用的寫作教學(xué)方法有三種：成果教學(xué)法、過程教學(xué)法和體裁教學(xué)法。這三種教學(xué)方法各具優(yōu)點和不足。
本文根據(jù)Badger&White(2000)提出的過程體裁教學(xué)法進(jìn)行了實證研究。在Badger&White理論的基礎(chǔ)上，本文首先提出了英語作文6步教學(xué)法：寫前活動(包括范文分析、頭腦風(fēng)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(xué)中的有效性。本研究的受試者是浙江省瑞安市某中學(xué)兩個班的同學(xué)，其中一個班為實驗班，采用過程體裁教學(xué)法；另一個班為控制班，采用成果教學(xué)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(jìn)行了調(diào)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(xué)方法的兩班學(xué)生的寫作水平差異。
統(tǒng)計結(jié)果表明，在受試兩個班級中，過程體裁教學(xué)法能有效地培養(yǎng)了學(xué)生的寫作能力，提高學(xué)生
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