On The Application Of Metacognitive Strategies To English Writing Teaching In Senior High School

Writing is an important part of English teaching in senior high school.However,there are still many problems in high school English classes,especially in writing teaching.Teachers still use traditional teaching methods in writing teaching,while they spend little time in writing classes,and few teachers will pay attention to teaching students the methods and techniques of writing.The General High School English Curriculum Standard(2017 edition)points out that developing students’ ability to use learning strategies is an important way to improve students’ learning ability.Metacognitive strategies can help students improve their English learning efficiency,monitor and adjust their learning process,evaluate and reflect on their learning results,and finally promote their writing level.Therefore,this study attempts to explore the use of metacognitive strategies to guide high school students’ English writing,and analyze whether it can improve students’ English writing level in specific teaching practice.This study selected a high school in this city as the research object,taking the questionnaire method,the interview method,and the experiment method as the main research methods.This study conducted a sixteen-week teaching practice of applying metacognitive strategies to English writing,and it mainly explored the following three questions:(1)Will the training of metacognitive strategies improve students’ metacognitive awareness?(2)Will the training of metacognitive strategies in high school English writing teaching promote students’ English writing skills?(3)How to construct the teaching mode of English writing under the guidance of metacognitive strategies? This study closely adheres to the requirement of the core accomplishment of English subject,and takes the active use of the active adjustment of English learning strategy as the main line.The teacher does a good job of guiding the students in the process of improving their learning ability.During the process of this writing experiment,the author did a comparison between the control group and experiment group and applied the new teaching form of Moso Ink Cloud Class to senior high school English writing teaching.By the training of metacognitive strategies in writing,let students do self-supervision in the writing process,and then through the network artificial intelligence evaluation,to achieve the goal of improving students’ writing effect.In order to understand the students’ application of metacognitive strategies in English writing process,the author conducted two questionnaires in the experimental group and the control group before and after the writing experiment.In the course of the experiment,with the help of i FLYTEK software,students were free to express their views and make their voices input so that teachers could easily make recordings.Through the experimental analysis,the study gets the following findings:(1)The use of metacognitive strategies can not only improve students’ metacognitive awareness,but also enhance their self-confidence.(2)The English writing achievement of the experimental group is obviously higher than that of the traditional teaching control group,and it has made great progress compared with that of the pre-test,which proves the students’ writing skills have improved a lot.(3)The basic framework of the teaching model of English writing in senior high school based on metacognitive strategies: Cultivation of metacognitive consciousness--Guiding students to make writing plans--Introduction of writing style and writing skills--Classroom writing self-monitoring--Conducting evaluation methods such as artificial intelligence evaluation--Broadening the space for metacognitive strategy training.The conclusion of this study has certain reference value for the future teaching of English writing in senior high school.At the same time,the findings of this study will be further improved and perfected in the following teaching practice,for the purpose that they will play a greater role in improving the English writing level of senior high school students and implementing the core accomplishment of high school students’ English subject.