A Study On The Application Of The Learning Plan Guided Teaching To English Writing Teaching In Junior High School

As one of the productive language skills,English writing is an indispensable part of junior high school English teaching and also a comprehensive reflection of learners’ English competence.However,the traditional English writing teaching is still teacher-led,many students lose interest,lack confidence and have low motivation in English writing.In recent years,the Learning plan Guided Teaching is a widely promoted innovative teaching method in China.It conforms to the requirements of English Curriculum Standards for Compulsory Education(2017),which advocates that English curriculum should be student-centered and students can construct their knowledge under the guidance of their teachers.And it has been constantly applied and developed in English teaching.Nevertheless,the researches on the Learning Plan Guided Teaching are fixed on reading and grammar,and there are relatively few studies on English writing in junior high school.Based on Constructivism Learning Theory,the Zone of Proximal Development and Discovery Learning Theory,this research will apply the Learning Plan Guided Teaching to the English writing to answer the following three questions:1.What is the effect of the Learning Plan Guided Teaching on junior high school students’ attitude towards English writing?2.Can the Learning Plan Guided Teaching enhance the junior high school students’ autonomous learning ability?3.What is the impact of the Learning Plan Guided Teaching on the English writing scores of junior high school students?In order to answer these three research questions,112 students from two parallel classes of Grade Eight in a middle school in X city are selected as the research participants,and a three-month teaching experiment is conducted.In both classes,the writing materials and writing tasks are consistent.But the experimental class employsthe English writing teaching mode under the guidance of the Learning Plan Guided Teaching,while the controlled class adopts the traditional writing teaching mode.This research collects the data through questionnaires,writing tests,and interviews.Besides,SPSS 25.0 is utilized for the data analyses.According to the experimental results,the author draws the following conclusions.Firstly,junior high school students hold a positive attitude towards English writing under the Learning Plan Guided Teaching.Secondly,writing time and plan,writing strategy,writing self-monitoring and evaluation have significantly improved.So it can be found that the application of the Learning Plan Guided Teaching can enhance students’ autonomous learning ability.Thirdly,the writing post-test results show that the score of the experimental class is much higher than that of the controlled class.That is to say,students’ English writing scores have been significantly improved after the application of the Learning Plan Guided Teaching.This experiment confirms the feasibility and effectiveness of applying the Learning Plan Guided Teaching to English writing in junior high school,and has certain enlightening significance to the teaching of English writing in junior high school.Meanwhile,this research also has its limitations,so the author puts forward some suggestions for the further improvement in the follow-up study.