A Study Of The Learning-plan-based English Instruction In Senior High School

“Learning-plan-based Instruction”(LPBI, for short) refers to a teaching model underwhich teaching and learning are generally conducted based on the “Learning Plan”(LP, forshort) aiming mainly to promote students’ autonomous learning ability. In LPBI, the students’self-learning is prior to the guidance of their teachers, and then teachers and students worktogether to complete the tasks of learning and teaching. LP is a learning proposal which ischiefly designed by teachers under the guidance of curriculum standards according to thestudents’ actual learning situation with the purpose of guiding students to explore and study.In LPBI, teachers are supposed not only to teach knowledge to students, but also teach themlearn how to learn in order to cultivate their autonomous learning and inquiry learning ability.With the deepening and developing of the new curriculum reform, quite some primary andsecondary schools in our country have tried to implement the LPBI to teach English, amongwhich Zhucheng Experimental Senior High School is a typical one. However, so far therehave not been enough studies on the specific implementing of LPBI in English learning andteaching, its main influences on both teachers and students and the teachers’ and students’attitudes towards LPBI. So the author chose Zhucheng Experimental Senior High School as acase study, aiming to probe into the application of LPBI in senior high school Englishteaching from a microcosmic perspective and to try to find out the major problems and theircounter measures.In this study, the author adopted two instruments, namely, questionnaire and interview.480senior high students of Grade One, and45English teachers who teach English in thisschool participated in the investigation. The results of the investigation are as follows:(1) Implementation of LPBI in English learning and teachingFirstly, before class almost all the students can spend some time in previewing theEnglish LP; And most English teachers often check students’ LP to see whether they havefinished doing it or not. Secondly, in class, most English teachers often use LP to teachEnglish. Almost all the students can follow their teachers’ guidance to study English by usingEnglish LP in most cases. Thirdly, after class for most students, there is not enough time toreview their English LP. Most students seldom reflect on their English study and mostteachers don’t do well in reflecting on their English teaching in LPBI either. (2) The students’ and teachers’ attitudes towards the application of LPBIFirstly, most students like the LPBI and are able to adjust themselves to the LPBI. Morethan a half of students think the LPBI have helped to promote their interest in learningEnglish, autonomous learning ability, and English achievements and so on. Secondly, mostteachers like the model of LPBI and are willing to apply the LPBI to their English teaching.Most of them think their workload is released, and their professional development isimproved after implementing the LPBI in English teaching.