A Study On The Impact Of Guided Learning Case Teaching Mode On High School Students' English Autonomous Learning Abilit

The development of the society requires education to be more creative and human-oriented.The ultimate purpose of education is no longer limited to teaching students the existing knowledge,but more to teach students how to learn,so as to lay a foundation for students’ all-round development and lifelong learning.At present,the general teacher-oriented teaching model in high school English classes pays too much attention to the leading role of teachers and ignores the status of students as active learning subjects,which can hurt students’ confidence and initiative in learning.Guided learning plan model takes learning plan as the carrier,guided learning as the method,and learning before teaching as the basic concept,which is closely related to the development of students’ autonomous learning ability.The present researches are mainly focused on the guided learning plan itself,such as its definition and design principles.Few scholars combine this teaching mode with students’ autonomous learning ability and focus on the English subject.Based on the concepts of students’ autonomous learning ability defined by the previous researchers,this study will explore the influence of guided learning plan on different dimensions of the English autonomous learning ability of high school students,the specific research questions are:(1)what is the specific impact of guided learning plan teaching mode on learners’ self-management learning ability,autonomous learning psychology and autonomous learning behavior?(2)Which dimension has the most significant impact? What is the reason?This study took the students from two parallel classes in a senior high school as the research objects,and adopted the methods of questionnaire,interview and classroom observation to discuss the research questions.During the study,the guided learning plan model was used in the experiment class while the the traditional teaching mode was used in the control class.At the end of the experiment,the author used the questionnaire again to survey the change of students’ autonomous learning ability in the experiment and control class.At the same time,depth interviews,and classroom observations were also used to further analyze the causes of the change.The results show that,through the guidance of the learning plan,students’ self-management learning ability has been improved,and they can effectively design and use the learning plan.students’ awareness of using learning strategies can be enhanced and the sense of independent responsibility in English learning can be established.Student’ autonomous learning behavior increases and they can carry out learning activities guided by internal motivation such as interest.After comparing the significance of changes in various dimensions,it is found that the guided learning plan has a particularly significant effect on the cultivation of students’ autonomous learning behaviors.The inner requirements of the model and the stimulation of students’ learning interest are the main reasons for this phenomenon.To sum up,the research demonstrates that the teaching model plays a good role in promoting students’ English autonomous learning ability,especially the increase of autonomous learning behaviors,which has an enlightening effect on the practical English classroom teaching in senior high school.