在英语教学中，写作一直是公认的攻克难点，研究者通过调查发现，在高考的应试压力下，不少教师选取了让学生背范文，将阅读和写作完全割裂开来的写作教学方式，写作后也没有让学生开展自评和互评的习惯。与此同时，研究者收集了学生以往的作文，发现学生的作文主要存在内容、结构和语言三方面的问题，平时所学并没有很好地运用到作文中。为此，研究者选择了致力于解决“学用分离”弊端的“产出导向法”理论，借鉴其教学假设和流程，采取行动研究的方法，通过设计读写结合的写作任务，建立阅读文本和写作任务之间在主题、结构和语言上的关联，探索出读写结合的有效教学模式，提高高中生的英语写作能力。因此，本研究旨在回答一个问题：产出导向法视角下，如何有效通过读写结合提升高中生的英语写作能力？

研究者共开展了为期10周的两轮行动研究，研究对象为42名高二学生，研究结束后，研究者通过分析学生前后测作文成绩，开放式问卷结果，访谈情况，课堂观摩表以及教师日志，证明了产出导向法视角下的读写结合教学方式从内容、结构和语言方面提高了高中生的英语写作能力。在内容方面，学生的作文要点符合应用文写作要求，内容主次分明，主题与题目完全贴合。在结构方面，能够合理分段，每段有各自中心，行文连贯，衔接自然。在语言方面，语言准确度、句式多样化程度、语言得体性都有所提升。基于此，研究者探索出产出导向法视角下的读写结合教学流程模型，在该模型中，驱动环节贯穿于整个教学过程，利用产出任务的交际价值和任务本身的认知挑战性激发学生的外部动机和内部动机，使学生的学习动力保持长久稳定。促成环节开始前明确阅读材料和写作任务的连接点，以实现内容促成、结构促成和语言促成。评价环节也是贯穿于整个教学过程，既包括促成前的诊断性评价，促成过程中的即时评价，也包括对最后产出成果的延时评价，充分发挥评价的促学、促教作用，实现教、学、评一体化。

本研究得出两点启示，第一、师生协作是产出导向法的作用得以发挥的重要保障。第二、产出导向法视角下的读写结合教学方法不仅可以提升学生的英语写作水平，还能发展学习策略。

Writing has always been regarded as the ingrained difficultly in the process of teaching English. Through investigation, the researcher found that under the pressure of college entrance examination, most of the teachers let students recite the sample essays and separate reading from writing. What’s more, students don’t have the habit of conducting self-assessment and peer-assessment after writing. Meanwhile, the researcher collected students’ previous compositions and found that there are problems in content, structure and language. What they have learned have not been applied into their output effectively. Therefore, the researcher choose the theory of “production-oriented approach (POA)” which intends to solve the “separation of learning and application” to refer to the teaching hypotheses and procedures. By adopting the action research method and designing integrated reading and writing output tasks to establish the correlation between reading and writing in terms of theme, structure and language, the research aims to explore an effective writing teaching method which integrates reading and writing so as to improve high school students’ English writing ability. Consequently, the research’s intention is to answer a question: under the perspective of POA, how to enhance high school students’ English writing ability effectively through the integrated reading and writing teaching method?

The researcher conducted two rounds of action research which lasted for ten weeks and the research objects were 42 students of grade two in senior high school. After research, through analyzing the grades of pretest and post-test, the results of open questionnaire, students’ interview, class observation sheet and teacher’s teaching journal, the researcher proved that the integrated reading and writing teaching method under the perspective of POA could enhance students’ writing ability in terms of content, structure and language. As for content, students’ compositions can meet the requirements of practical writing. The distinction between primary and secondary content is clear and the theme is in line with the test’ requirement. As for structure, students can divide the composition into several paragraphs reasonably and each paragraph has different central ideas. The passage is coherent and cohesive naturally. As for language, the accuracy, appropriateness of language and diversification of sentence patterns have been improved. Based on this, the research explored an integrated reading and writing teaching mode under the perspective of POA. In this mode, “motivating” runs through the whole teaching process. The communicative value of the output task and the cognitive challenge of the task itself are used to stimulate students’ external and internal motivations. Thus, students’ learning motivations can maintain long-term stability. Before “enabling”, teacher needs to identify the linking points between reading materials and writing tasks. In such a way, the enabling of content, structure and language can be achieved. The “assessing” also runs throughout the teaching process, including the diagnostic assessment before enabling, the instant assessment during enabling and the delayed assessment of the final output. By doing it, assessment can promote teaching and learning to the maximum extent in return and the integration of teaching, learning and assessment can be achieved.

The study reveals two implications: 1) the cooperation between teacher and students is essential for the successful implementation of POA; 2) the integrated reading and writing teaching method under the perspective of POA can not only improve students’ English writing ability, but also cultivate students’ learning strategies.