传统写作教学以结果为导向，忽视写作的情境性、真实性、过程性。本研究旨在通过在写作课中使用过程戏剧的方法，通过置身于情境中，增强学生对于作文主题的感受性，体会不同角色对于事件的感受，以演促说，以说促写。基于具身认知，本文聚焦于过程戏剧在中学英语议论文写作教学的应用，研究过程戏剧对于学生写作成绩和写作兴趣的影响。
本实验采取定量研究和定性研究两种方法。笔者选取湖南省某中学两个高二平行班作为研究对象。实验之初，笔者对实验组学生进行了问卷调查前测。然后，笔者进行了历时 12 周的对比实验。笔者在实验组采用过程戏剧教学法，在对照组采用传统的侧重写作模板的讲解和写作结果的教学法。实验前后进行了两次议论文写作测试，测试成绩用于检验教学实验的结果。实验结束后，对实验组进行问卷调查后测，从实验组抽出不同学习水平的 4 名同学进行访谈。
通过分析问卷、测试、访谈数据，笔者发现：实验班的议论文写作平均分略高于对比班，形成不显著的差异；学生们能够站在不同的角度理解写作主题，思考出新颖的论点和有力的论据；该方法提升了学生对写作的兴趣，写作课堂参与度更高，情感状态更积极。因此，在提升高中生英语议论文写作兴趣方面，过程戏剧作用显著；在成绩方面，有略微的提升，但不显著。
笔者通过采取实证研究的手段，利用过程戏剧，开展了其在高中英语议论文写作的应用探索，着重研究写作兴趣和写作成绩两方面的提升，为将来的研究提供一些新的数据和启示。

Traditional writing teaching is product-oriented, which neglects the context,authenticity and process. This study is to apply the process drama method to writing class, thereby enhancing students’understanding of the writing topic and experiencing different roles’feelings in the context. Acting can promote speaking, and speaking can promote writing. Based on embodied cognition theory, this study focuses on how
process drama teaching mode can be applied in senior high school English argumentative teaching, and figures out how process drama influences students’writing grade and writing interest.
The experiment includes quantitative and qualitative method. The researcher selects two paralleled classes of grade two in a senior high school in Hunan Province as the research subject. At the beginning, the author conducts the questionnaire in experimental group. Then, the author conducts a twelve-week comparative experiment. The author employs process drama teaching method in experimental group, and in control group, traditional teaching method which emphasizes writing template and writing product is used. One argumentative writing pretest and one posttest are used to check the effect of this method. After the experiment, in experimental group, the author conducts the questionnaire again and organizes an interview with four students of different learning levels.
By analyzing the data of questionnaire, test and interview, the researcher finds out that the experimental group obtains higher average score than control group, but the difference is not significant; students can understand the writing topic from different perspectives, figure out novel arguments and strong supporting evidence;students’ writing interest is promoted, which yields higher engagement and more positive emotional state. Therefore, in promoting students’ writing interest, the effect of process drama is significant; in the aspect of grade, there is a slight increase,though it is not distinctive.
The researcher conducts an empirical study and employs process drama to explore its application in high school English argumentative writing in the aspects of the facilitation of writing interest and writing grade, which can offer some new figures and implications for the future studies.