A Survey Of The Guided Learning Plan In High School English Teaching

Guided learning plan is not only a teaching method, but also a way of learning. Its purpose is to cultivate students' autonomous learning habit and to learn how to learn, in order to improve the teaching efficiency. At present, the researches around the guided learning plan are increasing, and its quality also enhances unceasingly. The researches more focus on teaching mode of guided learning plan, the problems appeared in the process of application of guided learning plan and some countermeasures, etc. For the design of English guided learning plan, the researches on it are insufficient. The author believes the research of the guided learning plan in high school English teaching has very important significance in improving the quality of its writing and promoting teachers' specialization. At the same time, it also plays a role in improving students' learning interest and promoting students' learning efficiency.Based on the literature investigation and the related theoretical researches, in this paper, the author designs the quality analysis indicators of the guided learning plan and two research tools. The analysis indicators include text structure scientific, text content reasonable and writing process rigorous, and each dimension contains specific evaluation index. Research tools include student questionnaire and teacher interview. The author selects four high schools in different regions as the research object and uses the research tools to analyze the text structure, compiling content and compiling process. The author collects 54 guidance texts, gives out 248 questionnaires and interviews with eight teachers. The author respectively makes a specific analysis of the statement to the text content, the teacher interviews and the questionnaire data content.In this paper, the research methods include text analysis, questionnaire investigation and interview method.This paper tries to answer these three questions: Whether the guided-learning plan are organized scientifically; Whether the content of each part are reasonable and whether the process of design is serious and rigorous?After careful analysis,the author finds that there have been three problems in compiling the guided learning plan.Structurally, some indispensable parts are ignored during compiling the guided learning plan,such as guidance on learning methods,directions of the difficulties, independent reflections and so on. Contently, the learning goals are described not clear. And the learning goals lack of hierarchy and "three-dimensional" objectives. They can not be tested and evaluated,and the situation more depended excessively on the textbooks and divorced form the reality life. The types of exercises are single and the quantity is too large. In the process of design,teachers do not get ready for studying the current learning state.The review system of the guided learning plan has not been perfect.The reason can be explained as follows:First, teachers don't take a comprehensive investigation of learning status and don't know what students actually need. Second, teachers position themselves wrongly during compiling the guided learning plan. Third, the drawbacks of exam-oriented education legacy result in the case of exercise of the guidance.Finally, the author puts forward a few suggestions for the compilation of guided learning plan.Structurally, teachers can not ignore some key links. Contently, learning objectives should reflect hierarchy and measurability. In the process of writing, teachers should survey students' specific situation and understand the teaching material. Teachers should encourage students to participate in this activity. After teachers finishing the guided learning plan, the school should review it.All in all, the researches on the design of guided-learning plan not only deepens the teachers' understanding of the guided-learning plan, but also leads them to know how to write and design it in a better way, and apply it in the real teaching practices.