The Application Of Anchored Instruction Approach In English Writing Teaching In Senior High Schools

English writing,as a means of language communication to convey information and exchange ideas,is of great importance.But the importance of English writing is not only reflected in various skill test exams,but also in high school English teaching.However,at present,there are still many problems in writing teaching,such as: lack of interest in writing,fear of writing in English,and it's also difficult to improve students' s grades.Therefore,looking for an efficient way to increase students' interests in writing and change their writing attitude is really important.At the same time,it is also important to find a kind of teaching method in English writing which can really improve students' writing performance.The anchored teaching model is one of the earlist teaching model that appeared in Western countries.This teaching model emphasizes creating a real learning environment,stimulating students' interest in learning and attaching importance to students' dominant position,and paying attention to cultivating students' self-study ability and cooperative learning ability in class.Based on these,the purpose of this study is try to apply the anchored teaching model to High School English writing teaching and try to answer the following two questions:1.Whether the anchored teaching model can improve the writing interest of high school students?2.Can the anchored teaching model improve high school students' English writing ability?In this study,two classes,class5(experimental class)and class6(control class)of Yan'an high school as the research objects for a 16-week experimental study.In thisstudy,the experimental class used the anchored teaching model and the control class was still used its original writing teaching method.Before the experiment,pre-test of English writing was conducted for the experimental class and the control class,what's more,the pre-test questionnaires were distributed in the experimental class.After the end of the experiment,post-test writing was conducted again in the two classes,and post-test questionnaires were issued in the experimental class,and some students were randomly selected for sampling interviews.Using SPSS17.0 software to analyze and sort out the pre-test and post-test writing results of the two classes.It was found that before the experiment,the average writing score of the control class was 15.7966,and the average writing score of the experimental class was 15.8000.There is no significant difference in grades;after the experiment,the average writing score of the control class is 16.1525,the average writing score of the experimental class is 18.5500,and the sig value is less than0.05,indicating that after the experiment,there are significant differences in the writing results of the two classes.In addition,through the analysis of the pre-test and post-test questionnaires and interview in the experimental class,it can be seen that the Anchored teaching model is a feasible teaching model and has some positive effects.The results of the test paper and questionnaire show that the anchored teaching model has some positive effects which can improve students' writing socres.What's more,after using the anchored teaching model,most students' attitude of English writing has changed significantly,their writing interest and self-confidence in writing have been significantly improved.Therefore,the author hopes that through using the anchored teaching model in English writing of high school,helping the first-line English teachers to explore more effective writing teaching strategies and provide new ideas for English writing teaching.