A Study on the Teaching Model of High School English Reading and Continuation Writing Based on Memetics

近年来，读后续写作为一种高考英语新题型，在有效检测高中生英语写作水平方面发挥着愈发重要的作用。与此同时，它也成为高中生以及教师教学过程中的“疑难杂症”。语言模因论作为语用学领域中一种揭示语言复制与传播规律的理论，能够借助模因的生命周期理论阐释语言模因的传播过程。本研究以重庆市万州区某中学高二年级同一老师教授的两个水平相近的实验班(共45名学生)与对照班(共48名学生)为研究对象，以一篇难度适中的读后续写题型为研究内容。将语言模因的传播过程与脱胎于读写一体化的读后续写过程一一对应，提出语言模因论在高中英语读后续写教学中的运用策略。旨在从语言模因论的视角探索一种适用于高中英语读后续写的读写结合教学模式，从而为广大一线教师提供理论支撑与实践指导，真正提升学生的语言构建及运用能力。In recent years, the continuation task, as a new question type in the college entrance examination of English, has played an increasingly important role in effectively assessing the English writing proficiency of high school students. Meanwhile, it has also become a “persistent challenge” in the teaching process for both high school students and teachers. As a theory within the field of pragmatics that reveals the rules of language replication and dissemination, language memetics can elucidate the transmission process of linguistic memes through its lifecycle theory. This study selects two experimental classes (with a total of 45 students) and one control class (with a total of 48 students) from a senior high school in Wanzhou District, Chongqing, taught by the same teacher and with comparable proficiency levels, as research subjects. The research content focuses on a moderately difficult continuation task. By aligning the dissemination process of language memes with the continuation task process derived from integrated reading and writing instruction, this study proposes strategies for applying language memetics theory to high school English continuation task teaching. The aim is to explore, from the perspective of language memetics theory, a reading-writing integrated teaching model suitable for high school English continuation tasks, thereby providing theoretical support and practical guidance for frontline teachers while genuinely enhancing students’ language construction and application abilities.