A Study Of The Autonomous Learning Ability Of The Rural Junior Middle School Students Based On Learning-Plan-Guided Mode

“Learning-Plan-Guided mode” has been formed since 1990 s.It is a new kind of teaching mode.And it takes the “guided learning plan” as the carrier.It considers guided learning as the methods.Teachers' guidance is considered as the leading point.Students' autonomous learning is considered as the main body.The teachers and students are working together to finish the teaching task.This teaching mode has played a positive role in the promotion of students' autonomous learning ability.The students' innovation and the comprehensive abilities have developed greatly.In recent years,with the advancement of new curriculum reform,the education pays more attention to the cultivation of the students' ability.Recently,the researches about students' autonomous learning ability have developed greatly and the study mainly concentrates on the objects from university students and the city middle school students.Few researches consider the rural junior middle school students as the objects.This research summarizes the previous achievements on teaching theory and practice of autonomous learning.Questionnaire and interview are applied to explore the rural middle school students' English autonomous learning from six dimensions,such as students' learning interests,learning methods,learning motivation,learning reflection,learning monitoring and learning evaluation.The research focuses on two questions:(1)What are the influence factors of junior middle school English autonomous learning ability?(2)Can the “Learning-Plan-Guided” mode improve students' autonomous learning ability? The author studies through theoretical analysis and experimental investigation.The author makes a survey on second-year students' English autonomous learning in a rural junior middle school in Mengcun County,Cangzhou city,Hebei Province.The data collected analyzes by SPSS V17.0,which includes reliability,descriptive statistics and Independent-sample and T-test analysis.The purpose of the study is to validate “Learning-Plan-Guided mode” can improve students' English autonomous learning ability.In the study,we draw the following conclusions: Firstly,according to the data collection and analysis of the experiment,teachers utilize the teaching mode with Learning-Plan-Guided mode can improve the students' autonomous learning ability.In middle school class,students are able to change their passive learning habits under the help of the Learning-Plan-Guided mode.They can communicate with each other in English and the abilities of their cooperation learning have improved greatly.Secondly,the experimental results show that Learning-Plan-Guided mode can succeed in cultivating positive changes in the aspects of rural junior middle school students' learning interests,learning methods,learning motivation,learning reflection,learning monitoring and learning evaluation.On the basis of the research results above,the students' English autonomous learning ability is improved under the help of the Learning-Plan-Guided mode.It is necessary for teachers to change the traditional “force-feeding” teaching mode and take student-centered teaching mode.The limitations and suggestions for further research are put forward at the end of the thesis.