| English reading,as an important language skill,reflects the learner’s mastery of grammar,vocabulary and text structure,which also demonstrates one’s comprehensive English proficiency.In the rural high school,such problems as lacking reading interest or initiative,using reading strategies less frequently and achieving lower scores in English reading tests,are prevalent.This study is mainly based on the theories of constructivism,humanism,discovery learning,the concept of zone of the proximal development and autonomous learning.The quasi-experiment,with the instruments of tests and questionnaire,was conducted among 120 students from Senior 1 in Changli Huiwen NO.2 Middle School in the city of Qin Huangdao,trying to explore the effects of guided learning plan on students’ reading test achievements,reading strategy use,reading interest and reading initiative.Experimental Class was instructed with guided learning plan(n=60)while the traditional teaching method was used in Control Class(n=60).The study lasted half a year from February,2015 to July,2015.The major findings included: teaching with guided learning plans could greatly improve students’ reading performance;students’ reading performance was found to be closely related to the effects of reading interests and the use of reading strategies;students’ reading interests played a significant role in fostering their reading performance;and the guided learning plan was effective when combined with the teaching plan designs and learning plan and when teaching goals were in accordance with students’ aptitude and contents of teaching were well-targeted.The research provided a solid support for effective English classroom teaching and a brand-new perspective for English teachers.Learning plan is proved to be helpful for students’ knowledge synthesis and comprehensive ability enhancement.As a beneficial complement and first-hand material,this research is conducive to the optimization of task-based teaching and flipped classroom teaching practice. |
