A Study On The Effect Of Guided-learning-plan Teaching Mode To High School Students’ English Learning

Guided-learning-plan Teaching Mode was rooted in1990s in our country, and was come from the wisdom of all the teachers in Jinhuayizhong middle school in Zhejiang Province. It was a new teaching mode which catered to the education for all-round development. It used the learning-plan as the carrier and the guided-learning as the method. It was widely concerned and researched by the scholars in education field after it was proposed. Its advantages have been proved from theoretical and practical aspect and it has already applied in teaching. However, its research on the English subject is seldom and its research mainly focuses on the mode, construction and implementation. It seldom researches its effect on the students, such as learning attitude, self-efficiency feeling and performance in English learning. Therefore, it was an emergent new task to explore its effect on the learning attitude, self-efficiency feeling and performance of students when it was applied in the English teaching.This research was based theoretically on the learning theory of Constructivism, Zone of Proximal Development theory and Humanism Learning theory. Its data collection methods included pre-post questionnaires, pre-post performance of students, interview of post-experiment and class observation. The data was analyzed quantitatively by SPSS17.0. The experimental research was lasted more than two months from October to December on the English classroom of high school, which explored the following questions:1) If the learning attitude of students can be influenced under the Guided-learning-plan Teaching Mode on the English learning?2) If the self-efficiency feeling of students can be influenced under the Guided-learning-plan Teaching Mode on the English learning?3) If the performance of students can be influenced under the Guided-learning-plan Teaching Mode on the English learning?The study was conducted in a high school of Heilongjiang Province. Sixty-nine students in Grade two were participated in the research, with one class (35students) as the experimental group and the other class (34students) as the control group. In the pretest, the scores of the two groups showed no significant differences in terms of their learning attitude, self-efficiency feeling and their performance. During the experiment, the two classes owned the same English teacher and the same teaching content and the same teaching time. Their differences resorted to the teaching mode, which the experimental class went on Guided-learning-plan Teaching Mode while the control class went on the traditional mode teaching. After the experiment, the posttests were conducted in the two classes. Through the quantitative analysis of cross sectional research and longitudinal study on the performance and questionnaire in the two classes, we answered the above three questions. Then, in order to answer the first and second questions, we did the post-experiment interview and class observation of qualitative research.The research result indicated that Guided-learning-plan Teaching Mode could promote the learning attitude, self-efficiency feeling and performance of students on their English learning through the checkout of pre-post questionnaire, pre-post performance of students, post-experimental interview and class observation, with the research methods of quantitative and qualitative analysis.