How The Learning Plan-based Teaching Model Improves The English Teaching In Junior Middle School

With the development of the educational reform since 1990, comprehensively implementing the quality education asks for the new requirement of the classroom teaching. The traditional spoon-feed teaching mode isn’t rational, the students can’t grasp the knowledge only depend on the teachers’ teaching. To the students, though they have the teaching material, they don’t know what the teachers will teach and how to teach in this lesson, it will effect the students to listen to the lesson. According to this, No.1 Middle School in Jin Hua, Zhe Jiang Province first came up with a learning plan (different from the teaching plan) to help the students with their study in 1997. And the teaching method by learning plan is called the learning plan teaching method. This kind of teaching method made a great attraction around the country. Many schools found the research group about this kind of method and make some interim achievements.This thesis is trying to know about No.25 Middle School, the students’ and the teachers’thought and attitude for this teaching mode though the questionnaire and interview. By analysising the results of the questionnaire and interview, we can see that the school agrees with this kind of teaching mode. To make the class more efficient, the school encourages the teachers to use this teaching mode. The students like this kind of teaching mode. They can learn the knowledge well though their preparation, discussion, class presentation teachers’suggestion and so on. Most of the teachers like trying this kind of teaching mode, they can improve the students’English level and develop their comprehensive ability.This thesis, based on the teaching experiment, is trying to examine the efficiency and inflexibility of the teaching mode based on the learning plan in English class in the improvement of the students’English score and ability. The experimental participants are 90 students in No.25 Middle School. They are divided into two classes, an experiment class (45 students) and a control class (45 students). Before the experiment, the students in the two classes are similar in the aspects of English achievement and learner autonomy. In the four months’English teaching, the English traditional teaching model is applied to the control class while the teaching mode based on the learning plan in English class is introduced to the experiment class. For the purpose of comparison, two large English tests of the whole district are carried out before and after experiment in the two classes.The results of the two English tests indicate that compared with the traditional English teaching mode, the teaching mode based on the learning plan in English class has some advantages such as:First, experiment class has a higher average score than control class, it shows that this kind of teaching mode can improve the students’English score.Then, the students’ ability in the experiment class such as cooperation, exploration, communication, innovative thinking and so on is better than the students’ in the control class. We can get the results from the students’ representation in class and after class. Next, the students in the experiment class can grasp the English learning method and language communication better than the students in the control class. In a word, the results of the experiment can really prove that the teaching mode based on the learning plan in English class is much more effective than the English traditional teaching model. This kind of teaching mode deserves to be well used.The whole thesis consists of six parts as follows.Part 1 is an introduction, which introduce the purpose of our study and the significance of our study.Part 2 is the literature review, which mainly states the definition of teaching mode and the background of the implementation of the teaching mode based on the learning plan.Part 3 is using No.25 Middle School as the example to describe how to build the teaching mode based on the learning plan in English class.Part 4 is the detailed research description and methodology in detail, stating the background of the experimental students’English ability in NO.25 Middle School, and showing how the experiments are carried out, how to apply the leading paper to the English teaching..Part 5 is the discussion of the experimental results, which find out some practical teaching methods in the English teaching.Part 6 is a conclusion, which concludes the present researches and displays its merits and limitations.