A Study On Guided Learning Plan Teaching Model Applied In English Reading Teaching In Senior High School Under New Curriculum Standard

Reading is one of the four basic English learning skills, which playsan essential part in English teaching at the stage of senior high school.Moreover, reading comprehension covers a large proportion of NMETthat reaches40points. Hence many senior high school teachers paystrong attention to English reading teaching. However, the traditionalEnglish reading teachi’ng places great important on teachers instruction,but i’gnores the cultivation of students reading skills. Therefore, thiscauses that a great number of senior high school students have poorreading abilities.Guided Learning Plan teaching model is a new teaching model thathas developed for ten or more years, whose core ideas are students’learning content settles teachers teaching content, and students first learn,teachers then teach. This new model encourages students to obtainknowledge by means of autonomous learning, self-exploration andcommunication. Guided Learning Plan teaching model takes guidedlearning plan as its carrier, and students learn independently based on theguidance of guided learning plan and teachers. This research studies thatGuided Learning Plan teaching model is applied to senior high schoolEnglish reading teaching. The research objectives are expected to confirmwhether this teaching model can improve senior high school students’reading capability, and whether it has positive effects on their reading achievements. The subjects were senior two high school students of class82and84in Etuoke Front Banner middle school. The adoptedinstruments are literature consultation, questionnaires, interviews andexperiment. The experiment lasted one semester,20weeks. Class84wastaken as experimental class where the writer applied Guided Learningplan teaching model to English reading teaching; while class82wascontrol class where the traditional way of reading teaching was stillemployed. Before the experiment, the writer arranged the firstquestionnaire, interview, whose results demonstrated that there commonlyexisted problems of weak reading autonomous-learning capability, poorreading habits and lack of reading strategies. Later, the result of pre-testshowed that there was no significant difference between the two classes.Aft’er one semesters experiment, the second questionnaire survey andinterview results indicated that students of experimental class were quitein favor of Guided Learning Plan teaching model applied to Englishreading class, which enabled them to enhance their reading ability step bystep. Besides, the post-test results proved that there are rather obviousdifferences between the two classes. From the analysis experiment data,the conclusions can be drawn that Guided Learning Plan teaching modelis indeed an effective teaching model; its implement really can help toenhance student’s reading capacity and have a stimulative effect onpromoting senior high school st’udents reading achievements.