On Application Of Guided Learning Plan In Junior Middle School For Promoting Students’ Autonomous English Learning Ability

The curriculum reform for basic education in our country strongly advocates students’ autonomous learning.It not only reflects the characteristics of education reform and quality education in our country,but also meets the requirements of the new English curriculum standard for the autonomous learning ability of junior middle school students.However,in the related researches,the resources of university and high school are relatively concentrated,and junior middle schools are relatively rare.Therefore,this research will start from the junior middle school and use the guided learning plan to guide students’ autonomous learning and cultivate students’ autonomous English learning ability.Based on the zone of proximal development theory and constructivism learning theory,this research takes students in two classes of the first grade in Yiyang as the research subjects,adopting the literature method and quasi-experimental research method.The author applies the guided learning plan to cultivate students’ autonomous English learning ability in the junior middle school,adopting some research instruments like questionnaire,observation,interview,etc.and exploring the following questions: 1.How to cultivate junior middle school students’ autonomous English learning ability by the guided learning plan? 2.In what dimensions can the guided learning plan promote the improvement of junior middle school students’ autonomous English learning ability?According to the research questions,the author conducted a semester of application research.The specific phases are as follows: 1.Pre-class preparation phase: familiarize the background and stimulate motivation;clarify objectives and study the plan independently;sort out the difficulties and set learning goals.2.Classroom guidance phase: create an atmosphere and solve the difficulties;cooperate and inquiry the learning contents,participate in output activity;practice the exercises and summarize what you have learned.3.Consolidation and expansion phase after class: evaluate the learning effect,check the remaining problems and make up for deficiencies;choose the expansion mode and consolidate the foundation.After the research,the author collects the data of questionnaire,interview and observation for quantitative and qualitative analysis.The results show that the practice of the guidance plan from three phases before,during and after class has a positive impact on the six dimensions of students’ learning motivation,learning objectives,learning strategies,learning plans,self-monitoring and self-evaluation,which is conducive to the improvement of students’ autonomous English learning ability in junior middle school.The author quantitatively analyzes the results of questionnaires,interviews and observations and the results show that: 1.The guided learning plan helps to improve students’ learning motivation and learning attitude.The performance is that the average value of class 160 has increased by 0.907,and the average value of class 161 has increased by 1.465.2.The guided learning plan is an effective way to improve students’ learning objectives,learning strategies,learning plans,self-monitoring and self-evaluation.In particular,it is reflected in the following aspects: Before class,students can clarify their learning objectives,actively formulate learning objectives and learning plans,and choose appropriate learning strategies;During class,students can actively participate in classroom activities.After class,students can independently evaluate the learning process and choose expansion mode.It is hoped that this study can provide a new perspective for junior middle school English teachers to cultivate students’ autonomous English learning ability,and provide beneficial enlightenment for the teaching of cultivating autonomous English learning ability.