A Practical Research Of Guided-learning Plan In English Grammar Instruction In Senior High School

As one of the most important contents and key elements,grammar has been attached importance in English teaching.To conduct effective grammar instruction and meet the demands proposed in The New English Curriculum Standards for Senior High Schools,different teaching methods are adopted,including the guided-learning plan.At present,more and more senior high schools at home have done certain researches on applying guided-learning plan in grammar instruction and accumulated much experience,but did not achieve satisfactory outcomes due to lack of efficient theoretical basis to guide its design and implementation.Under the guidance of teaching notions of Constructivism Theory,as well as in combination with the concepts and major principles of grammar instruction,the author executed an empirical research based on the situation of Senior English grammar instruction.In order to make guided-learning plan more effective,this study intends to solve the following three questions:1)What problems should English teachers take into account when they design guided-learning plan for grammar instruction?2)What effects does the application of guided-learning plan produce on students'grammar learning habits?3)What effects does the application of guided-learning plan produce on enhancing students' grammar competence?94 students of senior grade one from one senior high school of Dalian are the research subjects.There are 47 students in the Experimental Class which was conducted grammar instruction under the guidance of guided-learning plan and 47 students in the Controlled Class which used the traditional teaching method to teach grammar.Both of the two classes use the same textbook prescribed by The New Curriculum Standards,and are taught by the same teacher.The author adopted both qualitative and quantitative methods,using several instruments of pre-test and post-test,questionnaire and interview.The author obtained the following research findings:To begin with,while designing guided-learning plan in grammar instruction,teachers should emphasize students' principle status and guide them to use various methods and systematically practice grammar tasks in problematic situations so as to achieve sense-construction and self-reflection,by which teachers can achieve ideal effects.Then,guided-learning plan can effectively make grammar instruction more coherent and efficient,which helps students improve grammar learning habits.Eventually,guided-learning plan can promote the development of grammar instruction in senior high schools and enhance students' grammar competence.However,there are some defects remaining in the study,the data used for analyses are confined to rational cloze,and the newly proposed model of guided-learning plan is imperfectly designed,etc.We should make further improvements to make guided-learning plan more reasonable and effective.