现行的《普通高中英语课程标准》（2017版）明确提出的“英语学科核心素养”的教学理念，指明培养学生的英语学科核心素养是英语课程教学的基础。写作作为学生在高中英语学习阶段重要的语言输出方式之一，也应该为培养学生的核心素养服务。以此为导向，面对新教材、新课标和新高考试题的要求，学生应该在主题引领下，以情境为依托，体裁为表达要求，进行应用文写作训练。然而，研究者在观察所在学校的学生的应用文写作时发现：学生的写作中存在内容要点缺失、语言表达匮乏、语篇结构混乱等问题。研究者反思了以往的应用文写作教学，并进行了初步调查，发现学生在应用文写作过程中忽略了对写作主题语境和体裁的分析和思考，教师也缺乏对学生应用文写作策略的指导，这导致学生的写作能力无法提升。

针对以上存在的问题，研究者邀请52名高二年级的学生参加本次为期4个月共18周的两轮行动研究。研究者在行动研究实施阶段的应用文写作课堂运用过程体裁教学法，旨在探究两个问题：第一，过程体裁教学法能否在语言、内容、结构和写作规范等各个方面提升学生的英语写作能力；第二，过程体裁教学法能否培养学生的写作策略运用能力。本次行动研究共分为两个阶段，第一阶段为行动研究准备阶段，研究者通过对学生进行前测和访谈，调查并确认研究问题；第二阶段为行动研究实施阶段，共两轮行动研究，采用过程体裁教学法对学生进行应用文写作教学。在行动研究实施过程中，研究者采用写作自评表、写作互评表、问卷调查、访谈、测试等形式，收集并分析相关数据。本次行动研究的研究结论包括：第一，过程体裁教学法提高了学生英语写作中语言、内容、结构和写作规范各方面的写作能力；第二，过程体裁教学法能够培养学生在写作过程中有意识地去运用英语写作策略的能力。研究者基于此次行动研究，得出以下研究启示：第一，过程体裁教学法对高中英语写作的教与学产生了积极的影响，因此教师要在写作教学中使用过程体裁法；第二，教师在写作教学中应重视小组活动；第三，写作教学中各类修改评价方式也是必不可少的。总之，过程体裁教学法是一种对于高中一线英语教师来说切实可行的英语写作教学方式。

The current High School English Curriculum Standards (2017) clearly propose the teaching concept of "English Core Competencies", indicating that cultivating students' English core competencies is the foundation of English curriculum teaching. Writing, as one of the important language output methods for students in high school English learning, should also serve to cultivate their core competencies. Guided by this, in the face of the requirements of new textbooks, new curriculum standards, and new college entrance examination, students should engage in practical writing training under the guidance of the theme, based on the context and genre as the expression requirements. However, researcher has found that there are problems with the lack of key content points, lack of language expression, and chaotic discourse structure in the writing of students in their respective schools. Researcher has reflected on past teaching of practical writing and conducted preliminary investigations, finding that students have neglected to analyze and think about the thematic context and genre of writing in the process of practical writing. Teachers also lack guidance on writing strategies for students, which leads to the inability to improve their writing competence.

In response to the aforementioned issues, the researcher invited 52 second year high school students to participate in two rounds of action research for a period of 4 months and 18 weeks. The researcher applied the process-genre approach in the classroom of practical writing during the implementation stage of action research, aiming to explore two issues: firstly, whether the process-genre approach can improve students' English writing competence in various aspects such as language, content, structure, and writing techniques; Secondly, whether the process-genre approach can cultivate students' ability to apply writing strategies. This action research is divided into two stages. The first stage is the preparation stage for the action research. The researcher conducted pre-tests and writing self-assessment forms, then interviewed students to investigate and confirm the research questions; The second stage is the implementation stage of action research, consisting of two rounds of action research, using the process-genre approach to teach students practical writing. During the implementation of action research, researcher collected and analyzed relevant data through forms such as writing self-assessment forms, writing peer evaluation forms, questionnaire surveys, interviews, and tests. The research findings of this action study include:Firstly, the process-genre approach has improved students’ writing competence in various aspects of language, content, structure, and writing techniques in English writing; Secondly, the process-genre approach can cultivate students' ability to consciously apply English writing strategies during the writing process. Based on this action research, the researchers have drawn the following research implications:  Firstly, the process-genre approach has had a positive impact on the teaching and learning of high school English writing. Therefore, teachers should use process-genre approach in writing teaching; Secondly, teachers should attach importance to group activities in writing teaching; Thirdly, various modification and evaluation methods are also essential in writing teaching. In short, the process-genre approach is a practical and feasible English writing teaching method for English teachers in high schools.