A Research On The Application Of Meta-cognitive Strategies In Senior Middle School English Writing Teaching

English writing is a very important part of English learning, and it is also an important indicator to measure the quality of English teaching. However, in current English writing teaching, most teachers only let students mechanically recite "typical sentences" or "universal templates", but ignore the specific analysis of writing process, which causes students to lose interests and confidence in English writing and then it affects the quality of English teaching. In order to solve this problem, previous scholars have tried to use meta-cognitive strategies to guide English writing teaching, but more applied to university teaching and less applied to middle school teaching, and this thesis is to explore the application of meta-cognitive strategies in senior middle school English writing teaching.O’ Malley and Chamot divided meta-cognitive strategies into three categories, namely, planning strategy, monitoring strategy and evaluation strategy. According to O’Malley and Chamot’s classification of meta-cognitive strategies, this thesis attempts to explore the feasibility of applying meta-cognitive strategies into senior middle school English writing teaching. Firstly, teachers use group discussion to activate students’ writing interest, and through writing an outline, they let students make a framework about the discussion topic. Secondly, teachers use monitoring writing content and writing method and let students check whether their writing content is relevant and whether their writing method is proper. If it is not relevant and not proper, they should adjust them in time. In the process of using and adjusting these strategies, students have gradually developed the ability of analyzing and solving problems independently. Finally, teachers use self evaluation, peer evaluation and teacher evaluation to let students evaluate their writing, and then the teachers point out the problems existing in writing and put forward suggestions, so as to promote students to improve their English writing.The author took two classes in Suiping senior middle school as research object and carried on concrete teaching experiment. This thesis tries to apply meta-cognitive strategies into senior middle school English writing teaching practice. To explore whether using meta-cognitive strategies in senior middle school English writing teaching test and questionnaire for the two classes and found that two classes had basically identical writing level. Then one class is the experimental class, the other class is control class. In experiment, the author carried out meta-cognitive strategies training in the experimental class and the traditional teaching method was adopted in the control class. After experiment, the writing test and questionnaire were used both in the experimental class and the control class. The author analyzed the experimental data by SPSS. At the same time, in the process of experiment, the author also had an individual interview with students from the experimental class to understand their training experience.Through analyzing the experimental results and interview, the author found that this teaching method can effectively enhance students’ awareness of using meta-cognitive strategies and improve students’ writing ability, meanwhile, to a certain extent, this teaching method can improve students’ language expression ability and ability to layout the article.