A Study On Utilizing The Teaching Mode With Guided Learning Plan To Develop The Students’ Ability Of English Autonomous Learning In Middle Schools

English is always one of the most important subjects for the middle school students. But the English teaching in China has lots of disadvantages,such as the students’ passive learning habits, low learning effectiveness, lack of the autonomous learning ability and so on,which are produced because the teacher-oriented traditional teaching mode has been used in the long term under the background of the exam-oriented education system. With the development of the new curriculum reform, the teachers are required to change their teaching mode in class, focusing on transforming the students’learning style to make them become active and independent learners so that they can improve their class effectiveness and develop their ability of English autonomous learning. Thus,the new teaching mode with guided learning plan(GLP) is produced and used in middle English class, which can create an autonomous learning atmosphere for the students and push them to learn English autonomously. Many schools and experts have done some researches and explorations about the new teaching mode with GLP and achieved the success. While there have been some perplexes and misunderstandings in the teaching practice with GLP. Therefore, the author presents an investigation into the new teaching mode with GLP and discuss some problems raised in the teaching practice.In this study,the author does a practice research to teach English with GLP for the whole term in Class5,Grade8from Jiefang Road Middle School in Hubei Province. Through the data analysis of the experimental and contrastive students’questionnaire and the final exams, the present author finds out that the teaching mode with GLP can work effectively to develop the students’ ability of autonomous learning and then further explores the research questions that in what respects and how the teaching mode with GLP can improve the students’ autonomous learning. Finally, several students from the experimental class are interviewed randomly so that the author discusses the problems arising from the teaching practice with GLP which can affect the improvement of the students’autonomous learning.The present study shows the following conclusions:Firstly,through the data collection and analysis of the experiment, utilizing the teaching mode with GLP can advance the students’ability of autonomous learning in middle school class generally in order that the students are able to change their passive learning habits under the traditional teaching mode and boost their competence of communicating in English with each other and the ability of cooperation learning. The students are really and actively able to explore and think about the language points, analyze the grammar and the usage of language knowledge in order to achieve language acquisition because of the guiding-to-learning of the GLP. Secondly, most of the students in the experimental class show their positive attitudes and strong motivation in learning English during the experimental teaching period with GLP so that their English achievements are much better than the contrastive class’s. The results of comparing the test grades also demonstrate that using the teaching mode with GLP can enhance the students’ autonomous learning to influence the students’English achievements positively. Thirdly, the records of interviewing the students from the experimental class randomly show that sometimes the impractical design of GLP and the teacher’s improper implementation make the students misunderstand the new teaching mode, which can influence their performance in class negatively and lead to superficially autonomous learning. Therefore, according to the study results, the author gives some suggestions that the teacher should understand students enough and optimize the design of GLP before class.What’s more, the teacher should direct students to finish the learning tasks cooperatively in a proper and efficient way in class, encourage the students to participate the class activities and remove their misunderstanding of the new teaching mode, help them adapt to the new teaching mode and develop the students autonomous learning better to create the student-oriented class.