写作是初中英语教学中的重要组成部分和语言输出的重要途径，能训练学生语言知识的综合运用能力。然而当前初中英语写作教学形势令人担忧，学生在语篇知识和基础句式语法结构的掌握上尚显薄弱，导致其难以保证文章的连贯性、组织结构的合理性、表达的准确性和语句的流畅性。随着写作教学的研究深入，读写结合、以读促写等教学方式被广泛研究。义务教育课程标准提出，读是理解性技能，写是表达性技能，两方面技能在语言学习过程中相辅相成。但目前国内外关于该方法的研究多聚焦于高学段，将以读促写和英语学习活动观相结合的研究在初中生英语写作教学中的案例研究相对较少。

针对当前初中学生英语写作能力薄弱，读写结合教学模式存在许多问题的现状，本研究力图探究基于英语学习活动观的以读促写教学方法对初中生英语学习的效果和影响。本研究以四川成都某中学八年级学生和英语教师为研究对象，在两个月的正常教学期间，设计并开展了基于英语学习活动观的以读促写教学案例研究，并通过问卷、访谈、学生写作成绩、反思日志等方式收集数据。通过对数据进行定量定性综合分析，得出研究结论如下：基于英语学习活动观的以读促写方法教学对初中学生的综合英语写作能力、写作学习兴趣、阅读和写作信心有积极影响。据此，研究总结了读写结合教学中恰当选取教学材料、合理设置教学指令和教学活动、引导学生深入思考等等实现以读促写的有效写作教学策略，旨在启示初中英语教师通过改进教学策略和创新教学方法提升学生英语写作水平、思维品质和学习能力，实现学科育人的教学目标。

English writing is a vital component of junior school English teaching and a significant language output approach for junior school students, which can train students’ integrated language application. However, the actual teaching status of junior students’ English writing is not positive. Students are short of discourse knowledge and command of basic sentence structure, which affects the coherence, organization, accuracy, and fluency of writing. With the development of research on writing teaching, the teaching method of combining reading and writing and reading to write has been put forward and widely studied. English Curriculum Standards for Compulsory Education (2022 edition) also suggests that reading is a comprehension skill and writing is an expression skill, and the two skills complement each other in the process of language learning. However, most research on this method at home and abroad currently focuses on high school learners. Relatively few case studies are conducted on the combination of “reading to write” and the Activity-based Approach in junior high school students’ English writing teaching.

Concerning middle school students’ weak English writing ability and many problems in reading and writing teaching, the thesis explores the effects and impacts of the “reading to write” teaching method based on the Activity-based Approach to junior students’ English learning. This thesis takes the eighth-grade students and teachers of a middle school in Chengdu, Sichuan Province, as the participants, and designs and conducts a case study of “reading to write” teaching lessons based on the Activity-based Approach in a two-month regular teaching period. During the two-month teaching period, through both quantitative and qualitative analysis of the data collected from students’ writing scores, questionnaires, interviews, and reflection journals, the following conclusions were drawn: The “reading to write” method based on the Activity-based Approach has a positive impact on junior school students’ comprehensive English writing abilities, interests, and confidence in writing learning. Meanwhile, the study summarizes some effective strategies, such as selecting appropriate teaching materials, reasonably setting teaching instructions and teaching activities, and guiding students to think deeply. It is suggested that teachers can help to improve students’ English writing achievements, thinking quality, and learning ability by improving teaching strategies and innovating teaching methods, to achieve the teaching goal of English education.