A Research On Application Of "Guided Learning Plan" Teaching Model In English Teaching In Junior High Schools

New National English Curriculum for Nine-Year Compulsory Education (2011) issued by the Ministry of Education points out,"English Curriculum Standards aim to help students develop a preliminary integrated ability of using language, to promote their mental development, and to improve their all-round humanistic accomplishment." However, in current junior high schools English teaching, most of the teachers act as central roles in the class, and they always neglect individual’s developmental needs and the importance of interaction between teachers and students in the whole teaching process. As a result, students’ ability of using language and autonomous learning will not be developed, and they will lose their enthusiasm and initiative in learning English.In order to change this situation, the author of this thesis tried to apply "guided learning plan" in class based on Behavioral Theories of Learning, Cognitive Theories of Learning and Constructivism. During the teaching practice for four months, the author took junior two students as research subjects from Class Five and Class Six in which she taught English. In experiment, Class Five acted as experimental class, and Class Six acted as control class. In experimental class, the author used "guided learning plan" teaching model, while in control class, the author still adopted traditional teaching method. During the research, the author used the following four research instruments: questionnaire, test, interview, and classroom observation to collect data. Through comparing results of questionnaire and test between two classes, and organizing interview materials from students in experimental class, as well as observing students’ behavior in two classes, the author managed to test the effectiveness of "guided learning plan" teaching model in improving students’ autonomous learning ability and English competence.There are six parts in the whole thesis. Chapter One introduces the background and significance of the research. Chapter Two shows an overview of "guided learning plan" and reviews researches on "guided learning approach" both at home and abroad, as well as theoretical bases of "guided learning plan" teaching model including Vygotsky’s Views of Cognitive Development, Behavioral Theories of Learning, Cognitive Theories of Learning and Constructivism. Chapter Three focuses on importance and principles of "guided learning plan" teaching model. Chapter Four discusses the methodology of the research which includes research questions, research subjects, research instruments, and the whole procedure of the research. Chapter Five analyzes and discusses the results of the research in detail. Chapter Six presents major findings and implications of the research, the limitations of the research and some suggestions for the future study.