Research On The Application Of Guided Learning Plan In English Teaching In Rural Junior Middle Schools

With the development of new curriculum reform, the disadvantage of traditional English teaching model has become more obvious. At turn of the century, it has raised a wave of English teaching model reform throughout the country. The rural school which is located in the wake zone of English education has also seized the opportunity to find a proper way of English education development. In the process of reform, Dulangkou middle school in Shandong province had made great achievements. Many schools have rushed to follow Dulangkou model, which is based on the guided leaning plan. With long period exploring and developing, the new teaching model based on guided learning plan is widely praised in the educational field of primary and secondary school in recent years. It is provided a new development opportunity to the English education of rural junior middle school with the application of the guided learning plan. However, as the theory is in a immature stage as well as the predicament for subject development of rural junior middle school, the application process of “guided learning plan” has a lot of misunderstandings in rural junior middle school. Therefore, how to do an in-depth analysis about the application status and standardize the development path of “guided learning plan” further according to the self develop features of rural school education and the uniqueness of English teaching is the main tendency of this research.This study selects six rural junior middle schools among the 8 counties and 2 districts of Xinyang City, Henan Province as sample ranges, takes the students and teachers of rural junior middle school as the research objects and with the English class as the research base. At the same time, the dynamic research methods which includes classroom observation, students questionnaire and teachers ’ interview is carried out to research and analyze the application status of “guided learning plan” on English in rural junior middle school. Based on the survey we found that the application of “guided learning plan” has made some achievements at present, and it can be concluded as follows: First, the application of “guided learning plan” has promoted the focus of classroom teaching to be transformed into learning, changed the situation of classroom reticence in rural junior school English classroom teaching; Second, It has aroused the students’ learning motivation, reduced students’ Weariness in rural junior middle school; Third, It has inspired teachers to devote themselves to the study of English classroom teaching and promoted the professional development of rural English teachers; Forth, to some extent, it has improved the relationship on “teaching” and “learning” between teachers and students, boosted a the harmonious development of the relationship between the two aspect. However, the application of "guided learning plan" is still not mature enough in rural junior middle school, there still exist many problems and misconduct behaviors, which is mainly including the follows: First, as a result of misreading of the teaching philosophy that is based on “ guided learning plan”, it is tend to have two extreme views on the application of “guided learning plan”; Second, there are blindness and casualness in the preparation and design of English guided learning plan; Third, the practical application of guided learning plan is lack of effectiveness; Forth, it is lack of correct evaluation and supervision mechanism about the application of “guided learning plan” and ignore the efficiency of classroom teaching.Aiming at the problems of guided learning plan exists in English teaching in rural junior middle school, on the basis of the concept of new curriculum reform and the English language learning theory, this study conduct a preliminary version to regulate the application of guided learning plan in English teaching in rural junior middle school from the aspects of theory, practice and the operating mechanism of guided learning plan to regulate rural junior middle school English learning plan. First, at the theoretical level, it is necessary to clarify the essence and the pursuit of value of the concept:(1) adhering to the teaching philosophy of” the unity of guiding and learning, have a proper definition of the role of teachers and students;(2) in accordance with the the student-centered value proposition, promote classroom teaching to return to the truth. Secondly, this paper will provide practical guidance for the application of guided learning plan from the following aspects :(1) according to the students’ aptitude to design the English guided learning plan, pay special attention to the accepted ability and development needs of Students Who have difficulties in learning English;(2) putting our heads together, integrate the teacher’s individual innovatory ability and collective wisdom;(3) drawing upon each others’ strength, use all kind of teaching aids resources appropriately;(4) sizing up the situation and help students to pass the adaptation period of the use of guided learning plan smoothly;(5) paying attention to actual effect and reduce the ineffective acts in the teaching practice of guided learning plan. At last, this paper give some possible suggestions in terms of the operating protection mechanism of guided learning plan :(1) we should pay attention to the guidance of the reform of English Teaching in rural junior middle schools;(2) Changing the way of training on professional knowledge and skills of English teachers;(3) instructing the rural students to change the way of learning English;(4) standardizing the evaluation system of the teaching mode based on guided learning plan.