An Empirical Study Of Guided Learning Plan In English Reading Teaching In Senior High School

English has been one of the most important courses in the school curriculums for a long time. But as one of the four major English skills, English reading in teaching is just simple explanation of the knowledge points. Teachers still occupy the dominant position. In recent years, with a new round of education reform, the student-centered teaching form has been gradually recognized in English reading teaching which has transferred the focus to the cultivation of students’ English reading ability, skills and the stimulation of students’ interest in reading. Different from teachers’ teaching plan, the guided learning plan( GLP for short) is a kind of learning proposal, which aims to foster the students’ autonomous learning ability and inquiry ability. At the present stage, many scholars and experts believe that its application in the English teaching can not only improve students’ achievements in many aspects, but also help the students develop good learning habits. In this paper, the author takes 140 students of No.16 Middle School in Zhengzhou as the research subjects. The one-term empirical study focuses on how to improve the students’ English reading achievements in senior high schools and cultivate their reading interest. The author proposed three hypotheses:1. The students’ scores in reading tests can be significantly improved by the application of the GLP. 2. The students’ interest can be significantly increased by the application of the GLP. 3. There is a significant difference of reading scores in high achievers as well as in low achievers by the application of the GLP. Many instruments are adopted in this study such as questionnaire, pre-test, post-test, classroom observation and interview. In the practical application, the GLP teaching does have some shortcomings, for instance, it may fail to give attention to all students occasionally. But compared with the traditional teaching model, the empirical results supported the author’s hypotheses and proved that the GLP indeed has a significant impact on the English reading in senior high schools by the collection and analysis of experimental data. Most students hold a positive attitude toward this teaching mode, the students’ achievement has been greatly improved, so does their English reading interest, and they believe that it is a kind of effective teaching mode which is worthy of the long-term promotion.This thesis contains five chapters. The first chapter introduces the research background, research significance and structure of the thesis. Chapter two presents literature review of the thesis. In this chapter, the author describes the definition of the GLP, the theoretical basis and related research in recent years. The third chapter presents the specific teaching example and detailed description of the experiment to illustrate how to apply the GLP in the English reading teaching. The fourth chapter makes an analysis and summary of experimental data. In the fifth chapter, summaries of the teaching experiment and verification of the hypotheses are demonstrated. The major findings of the research, pedagogical implications for English teaching, and limitations of this research and prospects for future research are also included in this part.