A Study Of English Guided Learning Plans For Teaching Objectives Realization In Junior High School

Teaching objectives are teachers' result expectations concerning how their teaching influences and facilitates related changes on students.How to realize teaching objectives has been a focus for teachers and researchers.Guided learning plans are learning plans designed by teachers from students' perspective to promote students' effective learning,which can effectively enhance the realization of teaching objectives.Currently,many junior high school English teachers are using guided learning plans to improve the realization of teaching objectives in China.Based on humanistic learning theory,constructivist learning theory and the zone of proximal development,this study aims to analyze the problems with the application of English guided learning plans to the realization of teaching objectives in junior high school and propose countermeasures accordingly so as to improve the design quality of English guided learning plans and the effectiveness of English teaching in junior high school.The research chooses as subjects 143 students and 3 English teachers of grade nine from two junior high schools in Qingdao.The author observes their English classroom learning and teaching to learn about the students' preparations before classes and how the English guided learning plans are used during class to promote the realization of the teaching objectives.A questionnaire is designed and handed out among the students to learn about the students' comments on the English guided learning plans.And the teachers are interviewed to learn about their opinions on the teaching objectives,the English guided learning plans and about reflections of their teaching.The author finds there are problems with the application of English guided learning plans to the realization of teaching objectives in junior high school.Firstly,some teachers and students don't correctly understand the functions of English guided learning plans.Secondly,some teachers present teaching objectives over-generally and pay insufficient attention to evolving purposes during class.Thirdly,the design of learning activities and questions in English guided learning plans is not heuristic or stratified.Fourthly,learning guidance is inaccurate or there is no learning guidance in some English guided learning plans.Fifthly,some teachers simply offer answers for quiz questions in English guided learning plans,so they don't effectively evaluate the realization of teaching objectives by way of English guided learning plans.Finally,some teachers don't thoroughly reflect on their teaching.Through the description and analysis of the research data,the author holds that the problems are mainly due to some teachers being unable to shift their educationalideas timely,having little or no theoretical guidance for the design of teaching objective,not designing English guided learning plans from students' perspectives.In accordance with the analysis,countermeasures are put forward correspondingly.First of all,teachers and students should correctly understand English guided learning plans in junior high school.Next,teachers should correctly design and precisely express teaching objectives according to some criteria,and pay attention to evolving purposes and make use of them to guide students' English learning.Then,heuristic and stratified learning activities and questions are designed in English guided learning plans,reflecting teaching objectives.Moreover,teachers should pay attention to learning guidance in English guided learning plans to reflect the value of guidance for students' English learning.The last but one,teachers should make full use of class quizzes in guided learning plans to evaluate the effective realization of teaching objectives,with focus on students' development.Finally,teachers should consciously reflect on their classroom teaching so as to optimize their English guided learning plans.