A Study On The Application Of Cognitive Apprenticeship In The Teaching Of English Writing In Senior High School

English teaching in senior high school aims to improve students' communicative competence,among which writing is particularly important.In the English Curriculum Standards for senior high school(2017),there are clear requirements that students should integrate the existing language knowledge to express their ideas in writing and conduct interpersonal communication in common specific contexts and teachers should pay attention to students' life experience and cognition,and improve their critical and creative abilities to analyze and solve problems.Most students,however,have always been weak in writing,for teachers do not pay enough attention to teaching writing,and students lack strategies and interest in writing.The author finds that the theoretical framework and characteristics of cognitive apprenticeship are suitable for high school English writing teaching through reading a large number of books and papers.Teaching English writing based on cognitive apprenticeship can overcome the shortcomings of traditional writing teaching where knowledge is divorced from reality,and students can write in real situations to cultivate their advanced thinking and ability to deal with complex tasks.The author attempts to apply the cognitive apprenticeship to teaching English writing in senior high school to explore the following three research questions:(1)What are the effects of the cognitive apprenticeship teaching method on students' writing ability?(2)What are the effects of the cognitive apprenticeship teaching method on students' writing strategies?(3)What are the changes of students' attitude towards English writing based on the cognitive apprenticeship teaching method?Based on the above three questions,the author selected 80 students from two parallel classes in grade three in Shenyang No.27 Senior High School as the subjects to conduct a one-semester experiment.Pre-test and post-test were adopted before and after the experiment to learn the students' English writing abilities.Besides,questionnaires were employed to figure out the changes in students' attitude towards English writing before and after the experiment.Meanwhile,the interview was used to observe whether students use writing strategies or not.The results were analyzed with SPSS23.0 to answer the research questions.Through the analysis of the research results,the author has found that with cognitive apprenticeship teaching method,students' writing ability and scores were improved,and students' writing attitude changed a lot.They could write English actively and had the consciousness of autonomous learning and cooperative learning.In the writing process,students used writing strategies to plan the layout of the composition,chose the words to make sentences,and drafted and revised them.More importantly,they learned to reflect and summarize.In brief,the cognitive apprenticeship teaching method plays a significant role in improving students' writing abilities,training students' writing strategies,changing students' attitude towards English writing,cultivating students' English thinking patterns,and forming advanced thinking patterns.