The Application Of Sample Teaching Mode On TOEFL Writing In Senior High Schools Based On Cognitive Load Theory

English writing is the embodiment of students' comprehensive ability.However,in China,English writing has always been a big problem in students' English learning.Many teachers and scholars have realized the importance of English writing,and have carried out a lot of research from a professional perspective to help students improve their English writing.English teaching has also been constantly innovated in teaching content,teaching design and teaching methods,which has achieved certain results.However,in the allocation of teaching resources,due to the improper methods of teachers in the teaching process,the teaching effect is affected.In recent years,there are more and more people studying abroad.Language examinations abroad,such as TOEFL,seem to be very popular among students.However,the research shows that Chinese students' reading and listening performance has been very high,but their writing and speaking are generally weak.Therefore,how to improve students' English writing level is a common problem faced by Chinese English teachers.Example teaching is an important teaching method.In the process of high school English teaching,sample teaching method is one of the more common and important ways.This thesis tries to correctly use the sample teaching method and integrate the cognitive load theory.Cognitive load theory provides a new perspective for the study of example teaching.This paper discusses the influence of the sample teaching on the TOEFL writing of high school students,and proposes the following research questions:1.How to use cognitive load theory reasonably in TOEFL writing and improve students' scores?2.How to combine cognitive load theory with sample teaching mode in TOEFL writing?3.How to manage students' cognitive load in the process of writing and improve their interest and scores in TOEFL writing?In this paper,90 senior high school students in our school were taken as research objects,including 45 students in the experimental group and 45 students in the control group.The test results were analyzed by combining quantitative and qualitative analysis.The results show that the organic integration of cognitive load theory and sample teaching can effectively improve students' TOEFL English writing scores,cultivate students' interest and enthusiasm in English learning,and improve teachers' teaching skills.This paper is divided into six parts.The first chapter introduces the background,significance and overall structure of this research.Chapter two studies the theoretical background of cognitive load theory and scholars' research on The application of cognitive load theory in English teaching in detail.The third chapter introduces the research methods and steps.It includes research objectives,research questions,research objects,programs,and data collection.The fourth chapter reports the results of qualitative analysis,including the influence of sample study on students' TOEFL writing,and how to use sample teaching to improve students' correlated cognitive load level.The fifth chapter is the research summary of quantitative analysis,including cognitive load theory in pre-test and post-test,as well as the data analysis of questionnaire survey.The sixth chapter is a summary of the whole research,including the main findings,enlightenment,limitations and suggestions for future research.