Abstract: This study investigated the foreign language writing anxiety of non-english majors in higher vocational colleges of our university, and found that students' writing anxiety mainly focused on confidence anxiety and classroom teaching anxiety. Based on the research results, we combined with Vygotsky's theory of social culture of mind and put forward a writing teaching model based on dynamic assessment, which organically combined the writing assessment and teaching process, and with the help of the teaching model to improve the writing ability of non-english majors in higher vocational colleges.

Key words: Writing anxiety, Dynamic assessment, Intervention