An Experimental Study On The Application Of Learning Plan-guided Teaching To English Grammar Teaching In Senior High School

Grammar is a tool to help people present information and convey meaning.Grammar teaching is an important part of senior high school English teaching.The English Curriculum Standards for Senior High Schools(2017 edition)puts forward a clear requirement for grammar teaching in senior high schools,that is,“to guide students to develop their awareness and ability of English grammar through a variety of teaching activities with both levels and emphasis on integration.” At present,in English grammar teaching,the traditional teacher-centered teaching mode still dominates.Teachers dominate the class,students passively learn,students' learning initiative can not be fully developed,and classroom efficiency is not high.Teachers always spend a lot of time formulizing grammar knowledge.Students have long developed the habit of relying on teachers to teach unilaterally.Students' autonomous learning and innovation ability can not be improved.Learning Plan-guided Teaching takes the guided learning plan as the carrier,takes autonomous learning,group cooperative inquiry and students' learning outcome presentation as the three main elements and core links.Applying the Learning Plan-guided Teaching to the process of English grammar teaching in senior high schools,teachers should pay attention to students' learning process,guide students to participate actively in the classroom and make exploratory discoveries,so as to provide students with an independent exploratory learning platform for grammar learning.This research focuses on the influence of the application of Learning Plan-guided Teaching to English grammar teaching in senior high school on the use of metacognitive monitoring and planning strategies in the process of English grammar learning and student' grammar use ability.The study was conducted at a high school in Shijiazhuang city,Hebei province,for four months.A total of 100 students from two classes of grade 10 were selected as experimental subjects.One English teacher was assigned to the two classes.During the 16 weeks of the experiment,the teacher adopted the Learning Plan-guided Teaching for the experimental class,and the control class still used the traditional teaching method for grammar teaching.The experimental results show that applying the Learning Plan-guided Teaching to the high school English grammar teaching can improve the use of metacognitive planning and monitoring strategies in high school students' grammar learning,and can improve the students' English grammar application level.These results provide effective evidence for the improvement of students' English grammar learning under the Learning Plan-guided Teaching.