A Study On The Application Of Learning Plan Guided Teaching In English Writing Teaching In Senior High School

The curriculum reform for basic education challenges both teachers andstudents. For a long time, how to effectively teach English writing has beenpuzzling the majority of English teachers. Traditional mode of teachingEnglish writing tends to make the most of students’ passive in writing lack ofinitiative and enthusiasm. At the same time, many teachers are busy withcorrecting the errors of students’ essays, including grammar, vocabulary andmany other details, forming a phenomenon that students fear writing andteachers are tired of making the papers.Written English skills are the manifestation of students’ ability to usebasic English knowledge, structures and the organizational skills to expressthemselves. The traditional English teaching cannot meet the needs of thedevelopment of students any more. After a long time of exploration by someexperts and teachers, a new English teaching model called learning planteaching mode was put forward eventually. In this paper, it is attempted tofind feasible ways to lead students to improving their writing skills throughthe design of the high school English writing teaching.The teaching mode “learning plan” refers to the "learning plan as thecarrier, the teacher’s guiding as leader, and students’ autonomous learning asthe main body, in which the teachers and students cooperate to complete theteaching and learning tasks.” This teaching mode requires teachers to be notonly the person to teach the knowledge, but also the guides and collaboratorsof the students’ learning. Students are taught to cultivate the ability ofteaching themselves, how to learn and how to think in the process ofautonomous learning in order to improve their ability to analyze and solveproblems. Based on the relevant teaching and learning theories ofIndependent Study, Constructivism,“Zone of proximal Development” and theteaching practice of English writing in the senior high school, this paperattempts to explore a classroom teaching mode to improve students’ ability of autonomous learning, which may apply to the English writing teaching insenior high school. The research focuses on the application of “learning plan”to English writing combined with the traditional “teaching plan", advocating"learning before teaching" and "learner-centered" learning in order to realizestudents’ autonomous learning.The research subjects of the thesis are92students of No.10MiddleSchool in Wuhai city. In the experimental class, the author of the paperapplied the learning-plan teaching for five months. At the same time, in thecontrol class the author still used conventional teaching methods. The purposeof the research is aimed at exploring whether the implementation of thelearning plan can improve the senior high school students’ interests of writing,writing ability and autonomous learning effectively or not.In the process of the research, the author carried out two surveys ofquestionnaire and analyzed students’ two test scores. According to data fromthe analysis of SPASS software, a conclusion is drawn: the students’ writinginterests, writing ability and learning initiative in experimental class areobviously higher than those in the control class. Therefore, theimplementation of the learning plan can improve the senior high schoolstudents’ interests of writing, writing ability and autonomous learningeffectively.