记叙文中的情感表达贯穿在写作前的情感酝酿、写作中的情感抒发和写作后的情感体味以及读者的情感接受全过程。本研究有三个目的：1）了解高中生记叙文写作表达的情感状况；2）编制记叙文情感表达的评价框架并基于此评估学生的情感表达状况；3）构建提升高中生记叙文情感表达能力的方案。

本研究采取内容分析法和访谈法，选取高一年级共391名学生的月考作文，5名任课教师和6名学生作为研究对象。研究结果表明：

从学生的情感表达状况来看，笔者采用基于扎根理论的编码方式，对学生作文出现的情感类别进行了整理，四种三级情感类属“与客观事物有关的情感”“与自我感知有关的情感”“与自我评价有关的情感”“与他人有关的情感”占比分别为31.81%、12.76%、23.25%、32.18%，表明学生内心情感容易受到外界变化的牵动。“亲情”和“学业”是学生关注最多的两大主题。有47.6%的学生基于细节描写表达情感，21.2%的学生运用了借景抒情的表达方式，有23%的学生在作文中只会运用直抒胸臆的方式。

（2）本研究编制的情感表达评价框架包括三个维度：分别是“情感表达的逻辑性”“情感表达的感染力”“情感表达的深刻性”。采用该评价框架对391篇作文进行了评分，对学生的情感表达状况有一个更加明晰的判断，发现多数学生均处于中间水平，仍旧有较大提升空间。

（3）从访谈中可以发现，在写作胜任力的自我评估方面，受访者的自我认知和最终得分是相匹配的。教师普遍认为学生的情感表达真实但略显幼稚，缺乏深刻思考且趋向雷同化。六位受访者均认为用心和努力程度写作中起到决定性作用，有的受访者甚至提出写作天赋论的观点，除此之外，应试环境、生活经验、阅读积累、思辨能力等因素对作文的情感表达也都有着重要影响。

基于上述研究结果，本研究针对记叙文写作教学提出了相关建议。

The emotional expression（EE）in narrative text runs through the whole process of the emotional brewing before writing, the emotional expression in writing, the emotional odor after writing and the emotional acceptance of readers.This study has three purposes: 1) To understand the emotional status of high school students in narrative writing; 2) Develop an evaluation framework for EE in narrative essays and evaluate students' EE based on it; 3) Construct a plan to improve high school students' EE in narrative writing.

This study selected 391 students' monthly compositions in grade one as the research subjects, including 5 teachers and 6 students. Two research methods were used: content analysis and interview.The results show that:

From the perspective of students' EE, the author uses the coding method based on grounded theory to sort out the EE categories in students' compositions. The four types of tertiary emotions belong to the categories of "emotions related to objective things", "emotions related to self perception", "emotions related to self-evaluation", and "emotions related to others", accounting for 31.81%, 12.76%, 23.25%, and 32.18% respectively, indicating that students' inner emotions are easily influenced by external changes."Family affection" and "Learning" were the two major themes that students payed most attention to. 47.6% of the students expressed their feelings based on detailed descriptions, 21.2% of the students utilized the expression of borrowing scenery to express emotions, while 23% of students would only express their emotions in a straightforward way.

This study developed an evaluation framework for EE in composition, which included three dimensions: "the appropriateness of emotional connotation", "the appeal of EE" and "the depth of emotional connotation". The evaluation framework was used to grade 391 essays, providing a clearer assessment of students' emotional expression. It is found that most students are in the middle level, and there is still much room for improvement.

From the interview, it can be found that in terms of self-evaluation of writing competence, the respondents' self-awareness and final score are matched. Teachers generally believe that students' EE are genuine but slightly childish, lacking profound thinking and tending towards assimilation. All six respondents believe that attentiveness and effort play a decisive role in writing, and one of them even proposed the perspective of writing talent. In addition, factors such as exam environment, life experience, reading accumulation, and critical thinking ability also have a significant impact on the emotional expression of essays.

(3) According to the analysis of the interview, students mentioned that they all once lied in their composition, but they thought it was a way to express their emotions. Teachers generally think that students' EE is real but a little naive, lack of deep thinking and tend to be similar. Interviewees believe that factors such as exam-oriented environment, life experience and accumulation of reading have an important impact on the EE of the composition.

Based on the above research results, this study proposes relevant suggestions for teaching narrative writing.