On The Application Of Learning-Plan-Guided Mode For English Reading Teaching In Senior High School

At present the informatization and the economy globalization tide across the entire world. A consensus has been reached on the significance of English in the society. English reading, as one of the four basic aspects of English, take a vital part in the senior high school English teaching. Explicit requirements are provided in the New English Curriculum for Senior High School about the students’ reading ability. Nevertheless, there are many disadvantages existing in the traditional English teaching mode. The efficiency of English reading teaching also needs to be deliberated. Many elements are included the unitary teaching mode, the comparative outmoded perceptions, the oppressive atmosphere in the classroom may cause the law interest towards English.Under this background, the Learning-Plan-Guided Teaching Mode emerged as the time require and has taken place in many senior high schools so as to achieve the requirements mentioned in New English Curriculum for Senior High School. The Learning-Plan-Guided Teaching Mode refers to a teaching mode in which students could complete the learning objectives through the learning plan mainly based on the autonomous learning, also with the aid of the teacher’s guide and the cooperation of the classmates. This teaching mode fully reflects the teaching idea “students centered, teacher guided”.It advocates the autonomous learning, cooperative learning and the inquiry learning. In this thesis, the author did experiments to test the validity of the Learning-Plan-Guided Teaching Mode in the senior high school English reading teaching, with a combination of the practice of English teaching and the Constructivism, the Zone of Proximal Development, and the Discovery Theory. The subjects are senior high school students. The experiment lasts for a semester with questionnaire and interview. The results showed that the Learning-Plan-Guided Teaching Mode has for more advantages than the traditional teaching mode. This teaching mode could efficiently improve students’ reading ability, reading interest and the efficiency of classroom teaching. However, there still exist some deficiencies and limitations. In the process of practical application of the Learning-Plan-Guided Teaching Mode, teachers can make it perfect according to the actual situation. Only in this way can the goal of high-efficiency learning come true.