笔者有着 14 年的一线语文教学实践经验， 依据中国古代文论中的“妙悟”说、 “象外” 说， 以及现代教育学理论中的建构主义理论， 通过采用问卷调查等方式 收集资料， 运用文本分析法分析资料， 以北京市 X 初中 X 班为例， 对初中的记叙 文写作课堂教学和实践改进开展了行动研究。 笔者结合工作实际、 学生的实际需 求和自身的研究能力， 提出了以“情趣” 、 “理趣” 、 “妙趣” 为核心的 EPI 教 学模式， 实施了两轮行动研究， 目的在于提升初中生记叙文写作的能力， 推进初 中语文课堂中的记叙文写作教学实施的改进。 经过第一轮行动研究， 笔者发现： 讲授法能在一定程度上培养学生情趣， 提 升学生观察生活、 广泛阅读的意识； 练习法能在一定程度上提升学生理趣， 提高 学生的写作能力和水平； 讲评法能在一定程度上培养学生的妙趣， 促进学生深化 写作主旨的意识。 第二轮行动研究结果显示： 以“情趣” 为核心的记叙文写作教 学活动， 通过情景式、 发现式、 探索式教学方法的开展， 促进学生写作自我内在 动力的提升， 形成自发和自主写作； 以“理趣” 为核心的记叙文写作教学活动， 通过抛锚式、 协作法、 评价法教学方法的开展， 帮助学生写作方法的掌握和巩固； 以“妙趣” 为核心的记叙文写作教学活动， 通过支架式教学方法的开展， 推进学 生形成写作风格， 呈现精微、 美妙的写作主旨。 经研究， 笔者认为， 将 EPI 教学模式运用在初中记叙文写作教学中， 可以促 进初中生在写作中提高兴趣、 掌握方法、 展现主旨。 笔者希望通过 EPI 教学模式 的研究， 探讨运用“妙语” 说、 “象外” 说及建构主义理论指导初中生记叙文写 作的可行性， 为初中语文课堂中的记叙文写作的教学改进提供更多的理论上的依 据与实践参考。

Through 14 years of front line Chinese teaching practices, according to the theory of "miao wu" and "xiang wai" in ancient Chinese literary theory, and construction doctrine theory in modern educational theory, this study collects and analyses data from questionnaires and other ways, which used Textual Analysis. Taking junior high school class X as an example in Beijing, the research was carried out on improvement of narrative writing teaching in junior high school. Combining working experience, the students' actual needs and its research skills, the author gives the EPI teaching mode with "Enthusiasm", "Principle" and "Ingenuity" as the core, and implements two rounds of action research, which is order to improve the skills for both teaching and learning in narrative writing for teachers and students in junior high school. After the first round of action research, to a certain extent, the author found, firstly, that methods for lecture can cultivate students' Enthusiasm, enhance students' awareness of life observation and extensive reading. secondly, to a certain extent, practice methods can reinforce students' Principle and improve students' writing abilities. Finally, commentary method can cultivate students' Ingenuity in a certain degree and promote students' awareness of deepening writing theme. The results of the second round of action research show that it promotes the spontaneity and initiative of students' writing through the development of situational, discovery and exploratory teaching methods, that EPI teaching model is taken as the carrier and teaching activity of "Enthusiasm" in narrative writing taken as the core. With EPI teaching mode as the carrier and teaching activity of "Principle" as the core, it promotes students to understand and master the writing skills through the development of anchored instruction, collaborative and evaluation methods. With EPI teaching mode as a carrier and teaching activity of "Ingenuity" as the core, it promotes development of students' writing style presenting subtle and wonderful writing themes, through the development of Scaffolding Instruction. After research, the author believes that the use of EPI teaching mode in the teaching of narrative writing in junior high school can promote junior high schoolIV students to improve their interest in writing, master methods and show their main themes. At the same time, the author deems that the education and research department should carry out the relevant courses of ancient Chinese literary and modern pedagogy, for the sake of providing new knowledge and theoretical basis for teaching, and update teachers' teaching and evaluation concepts. Meanwhile, the author hopes to provide more theoretical basis and practical reference for the effective promotion of teaching of narrative writing for junior high school students , by means of exploring the feasibility of using the theory of "miao wu" and "xiang wai" and constructivism theory to guide the narrative writing of junior high school students, with the study of EPI teaching mode.