The Application Of Guided Learning Plan In The Teaching Of English Vocabulary For Students In Senior High School

With the full implementation of the new curriculum in English of thesenior high school, traditional English teaching model in the high schoolhas become increasingly unsuited to the needs of quality educationreform. New Curriculum Standard for English teaching points out that thetask of English curriculum basic education is to stimulate the interest ofstudents and to help the students build confidence, develop good studyhabits, form effective learning strategies and develop their ability ofautonomous learning. Therefore, the stress of English teaching in seniorhigh schools should be laid on cultivating students’ autonomous learningability in English. As a result, it has been one of the main tasks ofteaching reform to satisfy the needs of quality education reform byelaborating students’ subjectivity, inspiring and arousing the enthusiasmof students’ learning, developing students’ independence, exploration andcooperative learning, causing students’ learning substantive changes.However, the phenomenon is still seen everywhere that teachers arealways indoctrinating the students who lack active learning motivationand initiative in present English teaching. Therefore, to explore how to design an excellent English guided learning plan which can satisfy theneeds of students in senior high school becomes an urgent requirement.At present, therefore, in order to really get over the disadvantages ofexamination-oriented education and to teach students to learn, BaoTouNo.33Middle School, which the author works in begins to developstudents’ autonomous learning ability through teaching with GuidedLearning Plans based on quantities of teaching theories and applyingteaching models. The author presents a study of teaching vocabulary withGuided Learning Plans upon senior one student in one semester with theaims of exploring the effectiveness of vocabulary teaching as well aslearning and foster students’ autonomous learning ability to meet theneeds of the students, which are based on autonomous learning theory,constructive learning theory. Through a semester of teaching, the authorconducted one questionnaire, interview and two tests on senior onestudent (100students) from two classes-----class five is experimentalclass with50students and class six is control class with50students whoare taught by the author, adopting guided learning plans in vocabularyteaching in the experimental class (class5) while the class six still adoptsthe traditional vocabulary teaching method. Before the experiment, theauthor conducts a vocabulary text (100marks) in the two classes as apre-test; the results indicate that there is a slight difference between twoclasses, so the two classes are comparative. At the last week of this semester, the author again tests the two classes using another vocabularytest (100marks) as a post-test, the means scores of post-test in theexperimental class is62,4while their score of pre-test is53.2; the meansscore of the post-test in control class is56.4while their score of pre-testis53.7. After a semester of application, it can be seen the teaching effectis obvious. The results show the application of the Guided Learning Planin the vocabulary teaching is much better than that of the traditionalvocabulary teaching method. Thus the application of the Guided LearningPlan in the vocabulary can improve the students’ vocabulary usage ability.Besides, the use of the guided Learning Plan for teaching vocabularyreally performs better in fostering students’ autonomous ability as well asstrengthens learners’ ability of autonomous thinking.The study has indicated that application of GLP in the vocabularyteaching has a positive teaching effect. On the one hand, it can improvestudents’ vocabulary usage ability as well as enlarge their vocabulary; onthe other hand it can foster students’ autonomous learning ability inlearning English.