在英语教学过程中，写作一直以来都是教学的重点和难点。研究者通过调查发现，传统的写作教学模式割裂了阅读与写作的关系，过度强调词汇和语法，忽略了文章的结构和内容，导致学生难以把握文章的结构和层次，缺乏语篇意识，写作能力难以提升。研究者收集学生作文，分析发现学生写作主要存在着词汇、语言表达、结构及内容等方面的问题。研究者采取行动研究法，运用读写结合指导高一写作教学，实现读与写之间的有效衔接，使阅读能够为写作奠定基础，提升学生写作能力。因此，本研究旨在回答三个问题：读写结合是如何促进学生写作中写作内容提升的？读写结合是如何促进学生行文组织能力提升的？读写结合是如何促进学生词汇和语言运用能力提升的？ 

研究前，研究者基于前人相关研究，探讨了不同写法教学法的优势及不足，证实读写结合法是对其他教学法的补充和完善，并进一步阐述了读写结合的理论基础和实施方法，为研究的进行奠定了基础。随后，研究者在所带班级开展了两轮行动研究，参与人数为四十五人，为期二十一周，并通过具体的教学案例加以说明。行动研究结束后，研究者通过分析学生作文文本、作文成绩及学生访谈情况，证实读写结合从内容、组织、用词和语言运用方面促进了高中学生英语写作能力的提升。具体来说，内容方面，学生增强了对体裁的理解，并且文章重点突出，能围绕话题来写作；组织方面，学生作文分段更加规范，并且能够适当运用衔接词使文章更有层次；用词和语言表达方面，学生语言的准确度、复杂度和流利度均有所提升。

本研究对于教学的启示如下：首先，从阅读环节而言，教师应选择难度略高于学生水平同时又不会过难的材料，引导学生对文本进行深入分析和解读，从而获取关于文章体裁、结构、组织和语言表达等方面的知识，为写作做准备。还应将精读与泛读相结合，同时阅读应当是长期的过程，只有不断输入，才能持续输出。其次，从写作环节而言，读写结合的写作有多种方式，包括改写、仿写、续写、创造性写作等，教师应根据学生能力水平来设计写作任务，并且注重对作文的反馈，关注作文的内容和组织，而非单一地纠正语法和单词拼写错误。最后，从读写关系而言，阅读与写作的过程也不是单一的、线性的，教师应将读写结合融入自己的日常教学中，使读与写作为一个完整连贯、循环往复的过程，真正实现以读促写。

As one of the four important skills of learning English, writing is always the focus and difficulty in the process of teaching English. Through an investigation, the researcher found that the traditional writing teaching mode split the relationship between reading and writing, with excessive emphasis on vocabulary and grammar and neglect of the structure and content of a text, which made it difficult for students to grasp the structure and organization of the text. As a result, students lack basic consciousness of discourse, and they have difficulty in improving their writing ability.

The researcher collected students' compositions and found that there are some problems in vocabulary, language expression, structure and content. Therefore, the action research method has been adopted to guide the teaching of English writing in senior high school by integrated reading-writing mode, aimed at achieving an effective connection between reading and writing, so that reading can lay a foundation for writing and help improve students' writing ability. The study aims to answer three questions: How does the integrated reading-writing mode promote the improvement of writing content in students' writing? How does it promote the improvement of students' writing organization ability? How does it contribute to the improvement of students' vocabulary and language use skills?

Before conducting the research, the researcher discussed the advantages and disadvantages of different teaching methods based on previous researches, confirming that integrated reading-writing mode is a supplement and improvement to other teaching methods. Meanwhile, the theoretical basis and implementation methods have laid the foundation for the study. Subsequently, the researcher carried out two rounds of action research for twenty-one weeks, and illustrated the process by specific teaching cases. Forty-five students participated in the research. At the end of the action research, the researcher confirmed that students' English writing ability had been improved from the aspects of content, organization, vocabulary and language use by analyzing students' composition texts, composition scores and interviews. Specifically, in terms of content, students' understanding of genre was enhanced and their compositions focused on the topic; in terms of organization, students' essays were more well-organized and they were able to use proper cohesive words to make their compositions more logical; in terms of diction and language expression, the accuracy, complexity as well as fluency of language were improved.

The implications of this research for teaching are as follows. Firstly, in terms of reading, teachers should select reading materials which are neither too difficult nor too easy, and guide students to analyze and interpret the text so as to obtain some information about genre, structure, organization, and language expression in preparation for writing. Intensive reading and extensive reading should also be combined. Meanwhile, reading should be a long-term process. Only with constant input can output be sustained. Secondly, in terms of writing, there are various ways to combine reading and writing, including rewriting, imitation, continuation, and creative writing. Teachers should design writing tasks according to students' competence and focus on feedback on the composition, paying attention to the content and organization of the composition rather than simply correcting grammar and spelling mistakes. More importantly, teachers should integrate reading and writing into their daily teaching so that reading and writing can be a complete and coherent process.