A Study on High School English Continuation Writing Teaching Strategies and Practices from the Perspective of Discourse Cohesion Theory

近年来，高考英语读后续写题型的常态化暴露出学生在文本连贯性方面的显著不足，表现为逻辑断裂、衔接手段误用等问题。针对这一困境，本研究立足语篇衔接理论，构建了以“显性化、渐进性、可视化”为原则的高中英语续写教学模式，旨在破解传统写作教学“重句子、轻篇章”的局限，实现语言形式准确性与语篇意义连贯性的平衡。教学案例以“Neighborhood love”为主题，引导学生掌握指称、替代、连接等衔接手段，并借助思维导图预测情节发展、对比范文优化表达。实践表明，该模式可显著提升学生语篇构建能力，语篇衔接理论为续写教学提供了可操作化的理论支撑，其与协同效应的深度融合，不仅有助于改善学生“形连意断”的表层化写作，更推动外语学习向系统性语篇能力建构转型。In recent years, the normalization of English reading and writing continuation tasks in the college entrance examination has exposed significant deficiencies in students’ textual coherence, such as logical breaks and misuse of cohesive devices. To address this issue, this study, based on discourse coherence theory, constructs a high school English writing continuation teaching model grounded in the principles of explicitness, gradualness, and visuality. The goal is to break through the limitations of traditional writing instruction that focuses on sentences but neglects discourse, and to achieve a balance between the accuracy of language forms and the coherence of discourse meaning. The teaching case revolves around the theme “Neighborhood love”, guiding students to master cohesive devices like reference, substitution, and conjunction, while using mind maps to predict plot development and compare sample texts to improve expression. The practice shows that this model significantly enhances students’ ability to construct discourse. Discourse coherence theory provides operational theoretical support for continuation writing teaching, and its deep integration with the synergy effect not only helps improve students’ superficial writing characterized by form continuity but meaning disruption, but also promotes a shift in foreign language learning toward systematic discourse competence building.