Classroom Teaching Of English Writing In Senior High Schools Based On Cognitive Load Theory

From the perspective of cognitive load theory, this study focuses on the possibility of forming teaching pattern of English writing with the help of sample effect, and helping students build up certain language schema, content schema and textual schema automatically while writing an English composition as well as improving their English writing ability.The subjects in the study are the students in Senior Three in Foreign Language School affiliated to Shanghai Normal University, and this study mainly adopts the methods of questionnaire investigation and experimental research. First of all, the students’ writing ability and cognitive load were measured in the evaluation test, after which the questionnaire survey was carried on. Secondly, on the basis of theoretical research, with the help of sample effect, the teaching pattern of English writing was tested in the experimental class by managing the students’ cognitive load. Finally, in December, the students’ writing ability and cognitive load were measured again to prove the correlation of English writing ability and cognitive load after the adoption of teaching pattern of English writing.The result shows that with the help of sample effect, it is feasible and effective to create classroom teaching pattern of English writing, improving students’ English writing ability by managing the students’ cognitive load, especially to those learners of the low level.This study also indicates that the training of English writing ability is a gradual process, and illustrates how to introduce interactive teaching mode of theme reading and writing in the first two years of senior high schools, namely how to allocate cognitive resources to the germane cognitive load in order to improve the students’ interests in writing and their English writing ability.