我国学生在学习英语过程中容易受到母语影响，产生“母语迁移”现象。母语迁移分为正迁移和负迁移。由于文化和环境差异, 中文与英语存在许多差异成分，学生在学习英语过程中习惯性运用中文思维进行思考和创作，从而在语法，时态，篇章结构等方面造成错误，这属于负迁移，不利于学生正确掌握和运用英语知识。由于思维方式存在差异，学生在英语写作中容易受到中文思维干扰，表达出“中式英语”，导致其英语写作水平始终难以提高。对此本文在阅读大量文献的基础上概括高中英语写作中中文负迁移的影响范围和具体表现形式，从而在归纳分类的基础上整合中文思维在英语写作中的负迁移现象。全文共分为五个部分，第一部分对本文的选题背景，研究意义和研究思路进行说明，并详细分析近年来的相关文献研究综述；第二部分介绍母语迁移理论、错误分析理论、中介语理论和英语写作教学策略，并在清晰界定相关概念的基础上论述母语迁移理论研究对英语写作教学的意义，在课题研究和实践应用间建立联系；第三部分为具体的研究设计环节，笔者通过分发调查问卷和收集高中英语作文资料的方式开展详细分析，首先阐述问卷调查研究对象和研究方式，设计具体的问卷内容，其次介绍收集的高中学生英语作文案例，为后续分析与讨论奠定基础；第四部分对调查数据进行整理和分析，从词汇、句式、文章篇幅、书面表达习惯四个方面论述中文思维的负迁移影响，将调查获得的数据归纳成有全面、系统的论点和证据。第五部分以消解中文思维在英语写作中的负迁移为目标提出教学措施。首先要承认母语迁移现象的存在，正视两种语言且进行对比研究，同时要营造真实的语言学习环境，加强写作训练，引导学生逐步改变中文思维惯性，建立起符合英语学习的思维模式。研究中文思维在英语写作中的负迁移现象能够为我国中小学英语教学提供新的思考方向，帮助学生克服母语干扰，掌握正确的英语学习思维，提高英语写作能力。

Chinese students are easily influenced by their mother tongue in the process of learning English. Mother tongue transfer can be divided into positive transfer and negative transfer. Due to the differences in culture and environment, there are many differences between Chinese and English compositions. However, in the process of learning English, students habitually use Chinese thinking, which causes errors in grammar, tense and chapter structure, which belongs to negative transfer and is not good for students to grasp and use English. Due to the differences in the way of thinking, students tend to be distracted by Chinese thoughts in English writing, thus expressing “Chinglish”, which makes their English writing level difficult to improve. Based on the reading of vast amount of literature, the essay summarizes the influence and specific form of expression of Chinese negative transfer, so that the phenomenon of negative transfer of Chinese thinking in English writing can be integrated on the basis of classification and induction. The full text is divided into five parts, of which the first part presented topic background, research significance and research ideas. And in this part, a detailed analysis of the literature in recent years is provided. The second part introduces L1 transfer theory, error analysis theory, interlanguage theory and English writing strategies. Besides, it discusses L1 transfer theory on the significance of English writing teaching on the basis of clearly defining the relevant concepts and builds links between research and practical application. The third part is the specific research design. The author carries out detailed analysis by distributing questionnaires and collecting compositions of high school students. Firstly, the object and ways of research and the specific content of the questionnaire will be stated. Then it introduces the compositions collected, laying a foundation for further analysis and discussion. The fourth part will reorganize and analyse the collected data. What’s more, the negative transfer of Chinese thinking will be discussed from the aspects of vocabulary, sentence patterns, the article and written expression habits, thus making the collected data systematic arguments and evidence. The fifth part will put forward some measures aiming at eliminating negative transfer of Chinese thinking in English writing. Firstly, the existence of the native language transfer phenomenon should be admitted. And we should study the two languages comparatively. At the same time, it is better to create a real language learning environment and strengthen the training of writing, and thus guide the students to change Chinese thinking inertia gradually and establish a proper thinking mode. The study of negative transfer of Chinese thinking in English writing can provide new directions for English teaching, and also help students to overcome the interference of mother tongue, master the proper thinking mode and finally improve their writing skills.