Cognitive Theories And The Practical Research On The Process-Based English Writing At Elementary School

Based on the analysis of the relevant theory of cognitive study, empirical study and references of elementary English writing teaching method and combining with the actual situation, the author takes advantage of the process approach in writing teaching for primary school students, and use the "cognitive-process" mode for writing teaching to stimulate students'interest in writing, and improve the students' English writing ability and the quality of English writing teaching class. The "cognitive-process" teaching model is built on the basis of the combination of the cognitive approach, the cognitive writing model, process writing approach. Cognitive approach highlights the importance of the long process memory; The process writing approach highlights the group discussion, the evaluation and modification for writing. Metacognitive strategies include the policies on writing training such as the plan, evaluation and modification for writing. We draw on the advantages of all the above theories and do the experiment in the English writing teaching to improve the students'writing capacity. In this mode of teaching, teachers try to stimulate the students'interest, and the enthusiasm for writing. We guide students to accumulate language knowledge, subject knowledge, the knowledge of writing methods and concern about the cultural difference between Chinese and English. During the writing process, we help students overcome difficulties because of the lack of vocabulary, none of ideas about how to organize the sentences, lack of related topic knowledge, or inappropriate expression, etc. In addition to the focus on the knowledge accumulation, teachers could organize group discussions, and plan to write in the class. The full play of the guiding roles of teachers and the peer evaluation help students develop scientific writing activities and improve their writing skillsBased on the fifth graders in two classes, we conducted an experimental teaching for a term. The teacher, in the experimental process, continually interviewed students and kept records to control the process of the experiment. After the experiment, the author used SPSS Statistical Package for Social Sciences and Microsoft Excel software to process the data. The results show that: 1) Compared with the traditional teaching method, "the cognitive-process" writing mode can effectively improve the students' writing achievement and total English marks.2) The "cognitive-process" writing mode has different effects on the improvement of writing ability between high-mark group and low-mark group. It remarkably increases the scores of high-mark group students and shows no significant effect on the increase of low-mark group students'score, which provides the new research material in the future teaching practice.3) After the experiment, the students in the experimental class have learned how to accumulate knowledge in writing, how to use all sorts of writing strategies, such as writing planning, writing evaluation, modification and etc.4) After the implementation of the "cognitive-process" model, students'interest in learning English has been increased and their cooperation and communication capacity have been better trained.