新高考改革推出“读后续写”高考写作新题型,强调读写结合,对学生的英语阅读和写作能力提出了更高的要求，在2016年浙江省高考英语首次引入这一题型之后，广东省于同年也加入新高考。然而，对于大部分高中生而言，读后续写并非易事。针对目前师生对这一高考新题型—读后续写仍然存在困惑，本研究在广东省X中学展开了一系列的研究。首先通过收集40份高三学生的作文样本，分析高三学生的读后续写现状，并着重探讨学生在读后续写中可能面临的困难。随后，对6名学生和4名教龄为五年以上的英语教师进行访谈，探讨其原因所在。最后通过对三节高三续写课的实地观察、记录与分析，总结X中学高三年级的英语读后续写教学策略及其初步教学效果，并从互动协同理论的视角对研究结果进行讨论。

研究发现，高中生在读后续写中存在的困难主要是写作的语言风格和原文不一致、用词句式较为简单、续写情节内容偏离原文、续写的人物与原文不符、续写主题偏离。上述问题均与协同有关，体现了学生在语言、情节内容、主题情感方面与原文的协同不足。究其原因，主要是由于对原文与以及所给段首句理解不到位、语言积累不足、日常训练不足等方面。在教学策略上，应注重“课上促学+课后巩固+评价引领”的全过程指导。教师引导学生在课堂上训练“审题理解--文本互动--预测构思--范文赏析--输出习得”的思维过程，关注学生与原文的互动关系，通过标注关键词、提问等方式加强学生与原文的互动。在课后围绕三大主题语境为学生提供同类话题的阅读材料进行续写训练，巩固课堂学习效果。并在课后针对学生作文提供一对一个性化评价，用评价促进学生发现问题、准确构思与写作。

The recent college entrance examination reform ushered in a novel writing question format that underscores the integration of reading and writing, thereby elevating the standards for students' proficiency in English reading and writing. Following its initial introduction in the Zhejiang College Entrance Examination English section in 2016, Guangdong Province also adopted this new format the same year. Nevertheless, most high school students struggle with the continuation aspect after reading. Given the confusion surrounding this new question type among teachers and students, this study conducted a comprehensive investigation in X Middle School of Guangdong Province. Initially, by collecting 40 essay samples from high school students, we analyzed their current performance in post-reading continuation writing, highlighting the challenges they encounter. Subsequently, we interviewed six students and four English teachers with over five years of teaching experience to delve into the underlying reasons. Finally, through field observations, recordings, and analysis of three consecutive writing classes for senior students, we summarized the teaching strategies and initial teaching effects of post-reading continuation writing in the third year of X Middle School. Additionally, we discussed the research findings from the perspective of interaction and synergy theory.

It is found that the main difficulties in high school students' post-reading writing are the inconsistency between the writing language style and the original text, the simple wording and sentence pattern, the deviation from the original plot content, the inconsistency between the characters and the original text, and the deviation from the theme. The above problems are related to coordination, which reflects the lack of coordination between students and the original text in terms of language, plot content and theme emotion. The reasons are mainly due to the lack of understanding of the original text and the first sentence of the given paragraph, the lack of language accumulation, and the lack of daily training. In terms of teaching strategy, we should pay attention to the whole process guidance of "promoting learning in class + consolidating after class + evaluating and leading". Teachers guide students to train the thinking process of "topic comprehension - text interaction - prediction conception - model essay appreciation - output acquisition" in class, pay attention to the interaction between students and the original text, and strengthen the interaction between students and the original text by marking keywords and asking questions. After class, students are provided with reading materials of the same topic for continuous writing training based on the three thematic contexts to consolidate the classroom learning effect. After class, we provide one-to-one personalized evaluation for students' compositions, and use the evaluation to promote students to find problems, formulate and write accurately.