本研究旨为探讨初中写作教学与比喻的延伸相结合的必要性与具体方法，目的在于为初中语文写作教学提供一些有新意、有操作性的教学策略和写作训练点，进而解决当前初中语文写作教学中存在的一些问题。通过研究文献资料，笔者对比喻的结构、比喻的延伸的概念、审美规范都进行了梳理和界定，并根据延伸部分与本体、喻体的指向性关系，将比喻的延伸分为：相似型延伸、联想型延伸和双向型延伸三类。 本研究重点研究的是比喻的延伸在初中写作教学中的运用。根据调查问卷，笔者发现，“教材不匹配”是难以开展此写作教学实践的首要原因。因此，从部编本教材的特点进行了此次教材重组的可行性分析，从教与学的问题、需求和中考考查三方面进行了必要性论证。笔者重组了比喻的延伸的写作教材，发现比喻的延伸的使用与课文的表达方式、写作语言的风格以及语义指向有紧密的联系。教材中比喻的延伸具备的写作教学价值很突出，其描述价值、阐释价值和拓展价值都能对学生的思维发展和写作水平的提高产生积极作用。针对教与学的问题，笔者开展了写作教学实践研究，从学生习作的特点、写作困难与意义对学生习作展开了分析，并总结了教学策略：第一，以旧知引新知，理清知识逻辑；第二，开展赏析活动，激活学生思维；第三，朗读品味延伸，体会用词精妙；第四，精选练笔方法，引发创作热情。本次研究旨在为探索修辞手法与写作训练相结合提供实践方向。

The study aims to explore the necessity and specific method of combining junior middle school writing teaching with the extension of metaphor, and to provide some operational teaching strategies and writing training methods for Chinese writing teaching, in order to solve some current problems which exist in writing teaching of junior middle school. The author sorts out structure of metaphor, the concept of extension of metaphor, aesthetic norms, and divides the extension of metaphor into three types: similar extension, bidirectional extension and associative extension. This research focuses on the application of metaphor extension in writing teaching. According to the questionnaire, the author finds that “no-matching teaching materials” is the most important reason why it is difficult to carry out writing teaching practice. Therefore, this paper analyzes the feasibility of the textbook reorganization from the characteristics of the textbooks compiled by the Jinistry of Education, and demonstrates the necessity of the problems and needs of teaching and learning. The author reorganizes the extended writing materials of metaphor, carries out practical research on writing teaching, and summarizes the teaching strategies: First, use old knowledge to introduce new knowledge and clarify the logic of knowledge. Second, carry out appreciation activities to activate students' thinking. Third, read aloud with extended thinking and understand the meaning of the words used. Fourth, select the methods of writing practice to arouse creative enthusiasm. To provide practical direction for exploring the combination of reading and writing training is the primary purpose of this study.