A Study On The Design And Application Of Learning-plan For Junior High School English Teaching

Learning plan is based on teachers’ teaching plan carefully designed by teachers to guide students’self-study and cooperation on analysis of different students. It requires consideration of both students’ learning situation and the possibility of task-finishing. The pattern of learning plan-guided teaching is that students learn first, then teachers teach, and finally both teachers and students are involved in completing the learning task (Zhou Yinbin,2009).The purpose of this thesis is to test the hypothesis that learning-plan-assisted instruction is effective in junior English class, and it can make students’ learning in class much more efficient. In order to confirm the hypothesis, the author carried out an experiment in two classes in Wuhan No.81middle school. One class was experimental class; the other was control class. Learning-plan-assisted instruction was employed in the experimental class, and the traditional teaching-plan assisted instruction was employed in the control class. The experiment lasted for about four months. Three questionnaires were circulated at the beginning and the end of the experiment to test whether the instruction can improve the interest and exam results of English learning. According to the analysis of the data, the students in the experimental class who were taken the learning-plan-assisted instruction made more remarkable progress. Compared with the control class students, they could master the language points better and more quickly, and they were more active in class learning. The results of the questionnaires also showed that learning-plan-assisted instruction is feasible and effective, in which students are less dependent on their teachers, and the students are more active and can gain more in each English class. Therefore, it is helpful to improve the English class efficiency.The study also shows that although it is of great practical significance for junior high school English teachers to put the learning-plan-assisted instruction into everyday English teaching, there are still some constrains in the application when teachers implement it in the English teaching practice. For instance, the English teachers’ teaching load is heavy; the English teachers are under too much pressure from their work and students’ exam results; there is limited time and energy to prepare for their own learning-plan besides teaching plan; in addition the students’ study outcomes are mainly evaluated based on their exam results. As a result, the learning process has not received enough attention; the school education managers only pay attention to test scores.This study has important implications for teachers to help students develop their own autonomous learning abilities, which include abilities of learning autonomously, identifying and solving problems and cooperating with others. It shows that this teaching pattern plays a positive role in both students’ learning and teachers’ teaching. So long as teachers keep on trying, practicing and reflecting on our practices, we can improve the learning-plan-assisted instruction, the quality of the foundational English education will be improved.