Guided-learning Plan In The High School English Writing Teaching

In English teaching, writing is not only the way to consolidate vocabulary and grammar knowledge, but also can promote the development of the four skills, listening, speaking, reading and writing. It is students’ integrative use of learned language knowledge. Current English Curriculum Standards put forward the requirement of writing into the goal of English integrative language ability explicitly, and require teachers to pay attention to cultivate students’ communicative competence by using writing in their daily life. There is no doubt that writing is important."Guided learning plan" belongs to a new teaching method based on the guided learning plan by using the way of guidance, in which teachers’ guides act as the dominant place to achieve the ultimate goal to cultivate learners’ autonomy, and they finish the task through cooperation. This method will transform teachers’ boring teaching plans into the students’ guided-learning plan, teachers’ understanding of the course into students’ course experience, the traditional teacher-centered teaching mode into the one with the new curriculum ideas. As for English teaching, this kind of teaching model has its own advantages and disadvantages.This thesis investigates the present situation of English writing guided-learning plan of Ding Bian Middle School in Yu Lin, Shann Xi, and try to answer the following questions(1) how to design reasonable guided-learning plan in English writing?(2) how to apply it in the classroom? The aim of designing these questions is to get to know students’ difficulty in English writing, to help students to obtain the effective writing strategies and to improve their writing ability.The thesis is based on the study of previous researches related to the guided-learning plan abroad and those on guided-learning at home,combined with the present status in English writing teaching in senior high school. The writer carries out an experiment to study whether it is efficient to use the guided-learning plan in English writing, and chooses two classes in grade one from Ding Bian Middle School in Yu Lin, Shann Xi. The experiment lasts for almost one semester(from September 2014 to January 2015). Within nearly five months, the study adopts a pre-test, a post-test and some questionnaires methods to collect the experiment data and analyze them.We can get the conclusion from the analysis that before the experiment, the majority of the students’ English writing level in the two classes is not high, and they are not interested in English writing. During the experiment, teachers ask students to preview English writing guided-learning plan before class. Students cooperatively explore the learning tasks in the guided-learning plan with their group members in their class, then write by themselves, make co-evaluation and reflection after class. The students take part in their cooperative and autonomous learning in class in their most time, and it becomes a habit. After the experiment, data analysis shows that the students’ writing scores have been significantly improved than before. Moreover, cooperation can also raise their interest in English writing. Therefore, we can get the conclusion from the experiment that it is effective to apply guided-learning plan to improve students’ writing ability, and it deserves teachers’ attention and trying.