On The Application Of The Guided Learning Plan Teaching Pattern To Teaching English Reading In Rural Junior High Schools

In the present structure of junior middle school English teaching, reading is one of the most important parts and also one of the indexes that can reflect English teaching achievement. Therefore English reading teaching has always been hot and difficult. After the new curriculum reform, the traditional English reading teaching way, failing to adapt to the situation nowadays and the demand of the reform, can not conform to the new times. Since the 1990s, Guided Learning Plan teaching pattern has attracted more and more scholars or teachers because of its openness and inclusiveness. However, there are also some problems, especially in rural junior high school owing to the students'quality, education background, and channels of resource. Can such a teaching mode really develop rural students' autonomous learning ability? Can it improve rural students' English reading ability and their English test scores so as to improve the effectiveness of the English class? These problems haven't been set forth fully in the published data. So the author did experiments to test the application of Guided Learning Plan teaching pattern in a rural junior high school based on the autonomous learning and constructivism theory, with the combination of her own teaching experiences. The author chose Class 5 and Class 6 in Grade Nine as the experimental object, used documentary research, questionnaire survey and experimental method, and got the following conclusion:Guided Learning Plan teaching pattern can improve intermediate students' English in rural schools, help to develop their reading ability and proficiency in the use of reading strategies and can improve their English learning interest as well so that the intermediate students become more confident in English reading; this teaching pattern is unable to improve the underachieving students'English and their reading level.