Study On The Practice Of Guided Learning-plan For History In Senior School

Early in the twenty-first Century, a new round of curriculum reform of basiceducation started to take place in China, which has brought a full range of impact onShanghai’s high school history curriculum reform. Within the progress ofcurriculum reform, the "Learning-Plan-Teaching (LPT)" has been attracted more andmore attention because it succeeds in highlighting students’ status as the subjectsand developing their initiatives.Recently, the school that the author belong to has been appraised and electedas an experimental model high school of Pudong. The transformation of schoolurges its staff teachers to reform their old teaching mode with a focus on promotingstudents’ independent learning. After series of researches and discussions, theschool has decided to adopt the "LPT" to transform the class. Up to now, this modehas been widely used and tested in varied courses. It is just under the above situationthat this topic is put forward.In September2012, the author selected one class of senior one as theexperimental class to test the effect of the LPT teaching mode. After one and a halfyears’ experiment, certain achievements have been achieved which will beintroduced in this article from the following aspects:Part I is the introduction, which mainly includes the research background, theliterature review and the definition of related concepts (Learning-Plan (LP), theteaching mode "LPT").Part II talks about the precondition of implementing the "LPT" mode in theteaching of senior history (i.e. the design of LP). The author, basing on the teachingpractices, uses specific examples to illustrate the principles underlying history LPdesign and the constitution of the “Three LPs and The Seven Subdivisions”(i.e. LP ofpreview, LP of while-class study and LP of review and seven subdivisions). Besides,concrete suggestions are also made on relevant LP designs.Part III deals with the implementation process of LPT. The “Three LPs and TheSeven Subdivisions” well embodies the three stages of a complete learning process (preview before the class, study on the class, review and consolidation after class). Asfor the question “how to make a good use of LPs to ensure the effects of the study”,the author uses relevant teaching practices to explain the methods and proceduresof undertaking the LPs.The fourth part is about the significance of LPT. It is found that theimplementation of the teaching mode contributes a lot to the exchange of rolesbetween the teacher and students and the improvement of students’ learningefficiency. It also helps to cultivate the students historical sense and promoteteachers professional development. Theoretical analysis has been made to accountfor these findings.The last part touches upon the limitations of this study and suggestions forfurther study. For example, the doubled workload, the coordination of group andindividual work, the manifestation of one’s personality under a standardized design,and how to use the LPT flexibly in history of Senior3are all topics worthy of beingresearched on.Writing this article, the author hopes to share the results found in the study andthe reflections made during the one and a half years. Since both the time and theauthor’s capacity are limited, this research still has some limitations. Further studywill be made on this topic in the future.