| English Curriculum Standard which was promulgated by Ministry of Education in 2011 suggests “Teachers should encourage students to discover the rules of language, and grasp English language learning skills, help them to form the effective learning strategies and cultivate students’ abilities of learning autonomy. It is also the need of cultivating students’ life-long learning abilities.†Then, how to stimulate the students’ learning autonomy, handing classroom over to the students and making them the real owners of the classroom is the most important topic in English teaching. Guided learning plan(GLP) teaching model not only focuses on teachers’ guidance to students, but also emphasizes cultivating students’ learning autonomy, promoting them to develop good habits of being fond of learning English, understanding how to learn English well and finally helping them to reach the teaching goal of mastering the knowledge.At present, the English teaching in rural junior high school is still dominated by the style of teacher-centered and grammar-translation teaching model, and it seldom pay attention to the training of the students’ communicative competence, so the students nearly have little opportunity to apply the knowledge they have learned in class. Therefore, the students can not express themselves correctly and freely in English. Under the guidance of autonomous learning education theory, a GLP is a plan which is often designed by teachers and based on the students’ competence, learning features, interests, etc. It’s different from teaching plan, a teaching plan can just embody teachers’ ideas of teaching, while a GLP should be the embodiment students’ thoughts of learning. A GLP is for students to use in the process of learning English, including before class, during class and after class. Teachers lead students to preview before class and instruct them how to learn during the process of learning. That is to say, teachers guide students complete the plan by themselves before class and understand the structure of the lesson. Then, teachers guide students to grasp and analyze the knowledge more deeply during the class. The students will be actively involved in the process of learning, which can bring about high efficiency class teaching.This study applied GLP teaching model to English teaching and put it into practice in order to prove that it has its effectiveness. This paper will investigate three questions about GLP teaching model:1. Can the GLP teaching model improve the students’ learning autonomy more than the traditional teaching model?2. Is the GLP teaching model superior to the traditional teaching model in improving the students’ English proficiency?3. What are the feedbacks of the teachers and students in rural junior high school on GLP teaching model?In order to find the answers to these research questions, the author took an experiment from September 2014 to January 2015 which lasted for one semester. The 82 participants were from Class 1 and Class 2 in Grade Two in No.23 Junior High School in the town of Sun Jiawan in Chaoyang, Liaoning. They were randomly selected based on the premise that they had similar or nearly the same conditions. The two classes shared the same teacher and they used the same textbooks. The only difference between the two classes is that they were exposed to different teaching models. The experimental class was exposed to GLP teaching model while the control class was exposed to traditional teaching model.It can be found that rural junior high school students’ English learning autonomy can be improved by applying GLP to English teaching. It also indicates that the application of GLP in English teaching helps students make a habit to learn English by themselves and improves the students’ English proficiency actually and most of the students and teachers think that GLP teaching model is more effectively. |
