An Empirical Study On The Application Of Guided Learning Plan Teaching Model To English Teaching In Rural Senior High School

English Curriculum Standards for Nine-Year Compulsory Education(2011)points out that English curriculum should devote itself to the development of all students and make students become the owner of learning.One of the most important goals of English curriculum is that English teaching should strengthen the guidance of students’ learning strategies and cultivate students’ autonomous learning.However,many senior high schools in rural area still adopt the traditional teacher-centered and grammar-translation teaching method,so students can only receive knowledge passively.In addition,most rural teachers focus on the enrollment rate of college entrance examination,believing that traditional cramming teaching model is an effective teaching model to improve students’ English proficiency,which makes students lack autonomous learning and forms passive learning habits.Therefore,English teaching in rural areas is difficult to meet the requirements of the new curriculum standard and quality-oriented education.How to ensure students to develop autonomous learning and become the owner of learning,has become the focus of English teaching reform in rural senior high school.Guided learning plan(GLP)teaching model is a kind of teaching model which takes GLP as the carrier,emphasizes students’ autonomous learning under the guidance of teachers,and focuses on the cooperation between teachers and students.The purpose of GLP teaching model is to improve students’ autonomous learning and create an efficient classroom by the way of building a learning bridge for students with the guidance of teachers.The study applied GLP teaching model to English teaching and put it into practice in order to prove its effectiveness.This thesis will investigate two questions about GLP teaching model.Firstly,can GLP teaching model promote students’ autonomous learning in rural senior high school?Secondly,can GLP teaching model improve students’ English proficiency in rural senior high school?In order to answer the two research questions,a 16-week experiment is conducted in Zhangbei No.1 Senior High School,Hebei Province.132 randomly selected participants coming from two parallel classes of Grade Two are involved in the experiment.The control class(CC)is still taught by the traditional teaching model while GLP teachingmodel is implemented in experimental class(EC).Questionnaire,test,and interview are used to collect experiment data,and the data collected from questionnaire and test are analyzed by SPSS 19.0 software.The results show that the application of GLP teaching model to English teaching in rural senior high school is feasible and effective.Under the guidance of GLP teaching model,students’ autonomous learning is promoted effectively.Students not only show strong motivation for English,but also develop good learning habits.Obviously,their proficiency has been improved a lot.