根据普通高等学校招生全国统一考试英语考试大纲要求，高中生需要有效运用所学知 识创作出符合不同要求的作文。然而笔者在教学实践中发现学生不会因书信写作对象的不 同而变换写作内容，写出来的作文思路不清、逻辑与格式混乱。对学生进行问卷调查与访 谈后笔者发现问题出现的原因在于他们把握不住不同书信类型的文章格式与语言特点、写 作训练时间不足、缺乏正确的写作方法与技巧以至失去写作信心；此外，教师教学模式无 法有效提高学生书信写作水平。 为了解决以上问题，帮助学生掌握写作知识，创作出更符合高考要求的作文，笔者以 贵州省溪南高中高三学生为研究对象，结合教学实践，将体裁教学法教学步骤引入高中英 语书信写作教学。笔者一共进行为期 6 个月的行动研究，实施的书信教学包括建议信、感 谢信、道歉信、邀请信、申请信。每种类型的书信教学过程为：（1）笔者为学生提供示 范文章，引领学生进行分析并建构写作知识体系；（2）带领学生共同创作同类型的作文； （3）学生独立进行创作；（4）作文完成后，学生根据同伴或笔者的反馈修改或重写作文。 行动研究前笔者运用问卷调查、访谈的方式调查教师书信教学模式与学生写作习惯与心态 并对学生的每种书信作文在写作目的、上下文连贯性、内容完整度、词汇语法、语言得体 性 5 方面分别进行评分并搜集前测数据。 行动研究后，再次运用问卷调查与访谈方式调查教师书信教学模式与学生写作习惯与 心态并对学生书信作文进行测评搜集后测数据。将前后测数据进行对比后发现教师书信教 学模式发生转变：从原来的过于重视句法与词汇到现在更加注重写作对象、写作目的、语 言得体性与培养学生写作能力；学生作文较研究前在书信写作目的、上下文连贯性、内容 完整度、词汇语法、语言得体性 5 个方面都得到较大提高；学生逐渐养成良好的写作习惯 与心态，说明体裁教学法教学模式对于国内高中学生同样适用，也对高中教师进行英文书 信写作教学有着积极的借鉴意义。 但教师在教学中需要紧密结合学生现阶段语言学习中出现的问题与实际情况，灵活设 置教学环节让学生掌握书信写作方法与技巧。同时，教师在教学过程中注重分析不同书信 语言特征、交际目的、写作对象的同时不可全盘否定传统的词汇与句法教学，对影响书信 作文内容和结构的句法与词汇仍需向学生讲解。此外，由于某些方法的不足也引发了新的 问题如学生写出来的作文相似度较高，缺乏创新，教师反馈环节仍不够高效，这些问题将 成为下一轮行动研究的开端。

According to the English testing syllabus of the national college entrance examination, high school students need to effectively use the knowledge they have learned to create compositions that meet different requirements. However, during the teaching practice, the author found that students would not change the letter writing content when the objects change, and the writing purpose, logic and format were not clear. After the questionnaire survey and interview, the author found that the reasons for the problems were that students could not grasp the different types of article formats and language characteristics; the writing training time was insufficient; students lacked the correct writing methods and skills, and even lost the confidence in writing. In addition, the teaching model cannot effectively improve students' letter writing skills. In order to solve the above problems, help students master writing knowledge and create writings that better meet the requirements, the author took the senior high school students in Xinan high school of Guizhou province as the research object and introduced the steps of genre teaching method into the teaching of high school English letter writing based on teaching practice. The author conducted a 6-month action study and the implemented letter teaching includes suggestion letters, thank-you letters, apology letters, invitation letters and application letters. The process of each type of letter teaching is as follows: (1) the author provided model writing for students, led students to analyze and constructed writing knowledge system; (2) helped students to create the same type of writing; (3) students wrote independently; (4) After writing, students modified or rewrote the composition according to the feedback from their peers or the author. Before the study, the author studied teachers’ teaching modes and students’ writing habits and mentality through questionnaire and interview, and graded each type of students’ letter writing from five aspects to collect pre-test data. The five aspects are as follows: writing purpose, context coherence, content integrity, vocabulary and grammar, language appropriateness. III After the study, the author studied teachers’ teaching modes and students’ writing habits and mentality through questionnaire and interview, and graded each type of students’ letter writing from five aspects to collect post-test data. Through analyzing the data of pre-test and post-test, the author found the teachers’ teaching mode has changed: originally put too much emphasis on syntax and vocabulary but now pay more attention to writing objects, purpose, language appropriateness and cultivating students’ writing ability; students' writings have been greatly improved in the five aspects mentioned above; students have gradually developed good writing habits and mentality, which shows that the learning cycle model of genre teaching method is also applicable to domestic high school students, and has a positive reference significance for high school teachers to conduct English writing teaching. However, the author found that teachers need to take the problems and actual situations in students' current language learning into consideration and flexibly set teaching ways to help students master writing methods and skills. Meanwhile, in the process of teaching, teachers should not completely negative the traditional vocabulary and syntax teaching when putting emphasizing on analyzing the language features, communicative purposes and writing objects of different letters. Teachers still need to explain the syntax and vocabulary that affect the writing content and structure to students. In addition, due to the deficiency of the research, some new problems are also caused, such as the high similarity of writings written by students, the lack of innovation, and the ineffectiveness of teacher feedback. These problems will be the beginning of the next round of action study.