| With the rapid development of modern society and global economy, more and more importance has been attached to English. Moreover, the quality of one’s lifelong education would be heavily influenced by the quality of one’s English education in primary school, middle school and college. The middle school education serves as the combination of one’s childhood and adult age, being considered to be the very important component of one’s lifelong education. It is under that background that China began to reform the new curriculum criteria of middle school at the turn of the 2000. In order to comply with the requirements of the new curriculum reform, many studies have been made and a lot of novel teaching models came into being,among which a widely-known model is the guided learning plan model.This novel teaching model, with the characteristics of autonomous, cooperative and explorative, was employed into English teaching in many middle schools and colleges at a very short period of time. Most of the studies that have been made till now either focus on the theoretical analysis of this model and thus be in short of the practical application, or can only apply this model in some urban schools or colleges, without some conclusions in depth. As for the results, experience, and success of this model, there is still a lot of reflection to be done in order to apply this model more effectively. More importantly, most of the applications of this model focus on the urban middle schools. There has been little research on how to apply this novel teaching model in English teaching in rural senior high schools.This thesis aims to apply the guided learning plan model in English teaching based on the current situations of rural high schools. The researcher is aimed at finding out the effects of the application of this novel teaching model on the rural high school students’ English learning. Besides, the researcher also would like to offer some experience for the rural English teachers. Thus, the combination of the theoretical study and application of the guided learning model in the rural high schools could be strengthened.This research was accomplished by the utilization of questionnaire, test, and interview. Based on the literature study of the theoretical basis of guided learning plan, the researcher designed some practical guided learning plans and applied them in English class for four months. The subjects of the study are 109 students from a rural high school of Pingshan. Most of these students came from rural families and had never known the guided learning plan model before they enrolled in this high school. The research subjects of this study are chosen from two classes in grade one. Before the experiment, the researcher gave the students of the two classes a pre-test. Since the results of the pre-test proved the similarity in English level of these two classes, the researcher continued to conduct the experiment. Then the students were asked to finish a questionnaire which aimed to investigate their ability and condition of English learning.Having applied the guided learning plan model for four months, the researcher gave the students another test in January. Besides, the researcher also used the same questionnaire to investigate the changes of English learning of these students. The researcher also interviewed some students in order to find more detailed information to answer the research questions. According to the results of the post-test, interview, and questionnaire, the researcher found that the guided learning plan model did exert some positive effects on the students’ English learning.There are some limitations of the study, for example, how to adjust the learning plan in order to meet the students’ various learning requirements. Therefore, more studies relevant to the guided learning plan in rural high school English classes are welcomed.This thesis is mainly made up of five chapters. Chapter one is the introduction of the thesis, including background of the study, significance of the study, research questions, and the organization of the thesis. Chapter two is the literature review of the thesis. In this chapter, the relevant theories and research about guided learning plan model are clearly explained. Chapter three is involved with the research methodology, in which the research subjects, research instruments and data collection procedures are clearly illustrated. Chapter four is the analysis and discussion of the results of the research. Chapter five concludes the previous discussion of the research, including the major findings, pedagogical implications, limitations and suggestions of this research. |
