The Investigation Of The Guided Learning-plan For English Teaching In Junior Middle School

Under the background of the new curriculum reform and quality education,education not only calls for the transformation of teachers' teaching,but also puts forward higher requirements for students' learning.To change students' passive learning thinking mode,change students' aimless learning process and guide the development of students' independent ability and innovative exploration ability are the core issues of curriculum reform.However,in practical teaching,many class teaching is still dominated by traditional teaching.Especially in English teaching,students' acquisition of language information comes more from teachers' explanations of knowledge points in the classroom than from their own personal practice.“Guided Learning-plan” not only guides students to achieve learning goals in teaching,but also lays a foundation for the cultivation of students' thinking ability.In addition,“Guided Learning-plan” can also achieve the teaching purpose of “teaching people to fish”,by guiding students to adjust their learning strategies,thereby improving learning efficiency.The purpose of this investigation report is to understand the effect of “Guided Learning-plan” in practical application,to understand the main feelings of teachers and students in “Guided Learning-plan” teaching,to find out the problems existing in the use of “Guided Learning-plan”and to guide the direction of teachers' teaching.Through the analysis of the application and effect of“Guided Learning-plan” in junior middle school of English teaching,this paper probes into the application of “Guided Learning-plan” in junior middle school English teaching in order to improve students' English language ability.The theoretical significance of this research is to find out the essential characteristics of the“Guided Learning-plan” after a thorough analysis,which will help to clarify the misunderstanding of the current “Guided Learning-plan”,enrich the practice of English teaching in China and improve the theory of English teaching.The practical significance of this research lies in making a full analysis of the problems in the teaching process of “Guided Learning-plan” and putting forward corresponding improvement measures and suggestions,which can stimulate students' learning autonomy,help them adjust their learning strategies,develop good learning methods,fully improve students' English language ability and realize their all-round development.The innovation of this survey report lies in the comprehensive analysis of teachers' and students' attitudes towards directly the “Guided Learning-plan”,the design and preparation of the“Guided Learning-plan” and its use,finding out the problems in the teaching process,and putting forward corresponding solutions.The main research questions in this paper are: What are the attitudes of teachers and students towards the “Guided Learning-plan”? What is the design of “Guided Learning-plan”? What is the usage of “Guided Learning-plan”? In the current study of “Guided Learning-plan”,especially in English teaching is relatively rare.Therefore,this study intends to explore the application of “Guided Learning-plan” in junior high school English teaching.Through questionnaires,interviews and text analysis,this paper combs the relevant theoretical basis of the “Guided Learning-plan”,which including the recent development zone,discovery learning and constructivism learning theory.On this basis,this paper explores the application of“Guided Learning-plan” in junior high school English,including the concept of it,compiling principles,students' and teachers' attitudes towards directly “Guided Learning-plan”,the types(including text analysis based on class hours and class types),compilation content(including teaching objectives,difficulties,preview process,cooperative communication,etc.).This survey will be conducted from five ordinary junior middle schools in Anyang,Henan Province,including No.7Middle School,No.1 Middle School in Haocheng,No.1 Middle School of Zhengyi,Hengshui Middle School and Affiliated Middle School of Peking University,covering three grades,with an average of two classes selected for each grade.Through investigation,it is found that the design of English “Guided Learning-plan” pays more attention to the input of knowledge,but neglects the cultivation of students' emotional attitudes and values;it can not meet the needs of students at all levels;a portion of teachers do not check and correct the“Guided Learning-plan” in time;and there is a lack of novelty in the problem setting.According to the problems found,the corresponding suggestions are put forward: flexibly integrate and delete the content of the textbook and select the targeted content;the difficulty of compiling the design is appropriate;the teacher should check in time;the problem design should expand the students' vision,etc.