On The Effectiveness Application Of The Guided Learning Plan Teaching Mode In Junior High School For Promoting Students' Autonomous English Learning Ability

The cultivation of students? autonomous learning ability plays a very important role in English teaching.In recent years,the application of guided learning plan teaching mode(GLPTM)in cultivating English learning autonomy has drawn much attention of the researchers and experts.It means that the aim of education is not just to impart knowledge to students,but to teach them how to learn.According to the New Curriculum Standards for Junior High School English(2011),the main goal of English teaching and learning is to inspire the enthusiasm and initiative of students in learning English.It points out that the objective of English curriculum basic education is stimulating the interest of the students and helping them build good learning habits,acquiring effective learning strategies and strengthening their ability of autonomous learning.With the purpose of answering the call of new curricular reform and encouraging students to take a proactive approach in learning English,GLPTM has been carried out in some schools.Based on the constructive learning theory,cooperative learning theory and Zone of Proximal Development,this new teaching mode motivates the students to take an active part in learning in pre-study,while-study and after-study,which means attaching importance to students? autonomy,cooperation and inquiry,and requiring teachers to transform the teaching method from the teacher-centered teaching to the teacher-student interaction teaching.In Ziyang city,where the researcher teaches,the GLPTM is spreading and being used more and more frequently in recent years.The researchers mainly focused on the value orientation,compilation and model construction of the GLPTM in earlier studies.Whereas,only a few researchers paid attention to the individual differences of students and the reasonable design of GLPTM in promoting students?English learning autonomy from multi-perspectives,which is the emphasis of this study,such as the interaction between teachers and students,the sense of exploratory?creativity and cooperation,the effects that GLPTM played on improving students? autonomous learning,and so on.After research on teaching practice,the researcher figured out the key point of improving junior high school students ?autonomous learning ability by the GLPTM.What?s more,the researcher spared no efforts in teaching and learning interaction between students and teachers,and tried to make a full use of the GLPTM to cultivate students ‘autonomous learning ability,thus improve the efficiency of English teaching.Nanjing Junior High School where the researcher teaches is one of the most important experimental schools to carry out GLPTM in Zi Yang city.After a half year of teaching experiment,this research aimed to analyze how the GLPTM works in improving students ‘autonomous learning ability,and verify when the teacher really put their wisdom to design and implement the GLPTM,whether it can effectively improve students ‘autonomous learning ability,and whether it can make a favorable impact on English teaching from the approach of studying students' interests in English learning,participation,classroom performance and academic record.This teaching experiment was carried out from January,2017 to July,2017.It lasted for nearly half a year.The participants' team was consisted of 126 students from two natural parallel classes in Nanjing Junior High school.In order to get authentic data,the researcher of this research chose comparative analysis,questionnaire,interview and classroom observation as the research instruments.With the help of the data processor,all the data from the experiment were analyzed by SPSS19.0 statistics.According to the analysis,we can determine whether the GLPTM can improve junior high school students' English autonomous learning ability,by inspecting if there is a obviously difference between two sets of parameter,one is before the sample being detected and the other one is after the sample being detected.Through the teaching experiment,the researcher draws the following conclusions:1.GLPTM is welcomed by most of the students.2.GLPTM can help junior high school students develop their autonomous learning ability,which is worth exploring,perfecting and dissemination.3.In the process of implementing the GLPTM,the following factors will influence the development of students' English learning autonomy,such as: both teachers and students' attitudes towards GLPTM;Practical design and implementing measures;evaluation from teachers and peers;correct attribution,and etc.After summarizing the results of this research,the researcher obtained some pedagogical implications from the experiment.(1)Teachers should renew their notions.(2)Optimize the GLP design and use appropriate implementing methods.(3)Give positive evaluations.(4)Guide the students to have a correct attribution.