论文总字数：36325字

摘 要

随着新课程教学改革的不断深入，以教师为中心的传统教学模式造成的弊端日益明显, 如学生的学习主动性较弱，对英语学习缺乏兴趣，学习效率低下等等。“学案导学”模式作为一种以学案为载体、以导学为方法的新的教学模式，强调学生的自主学习和自主探究，是实现有效课堂教学的突破口所在。本文通过综合当前有关“学案导学”模式的理论研究成果，结合初中英语教学中存在的一些问题，分析了该模式在初中英语不同课型中的具体应用，阐述了该模式在初中英语教学中应用的合理性和必要性。

关键词：学案导学；初中英语；自主学习；有效教学

Contents

1. Introduction 1

2. Literature Review 1

3. Theoretical Foundation of the GLP Teaching Model 2

3.1 Definition of the GLP teaching model 2

3.2 Principles of designing the guided learning plan 3

4. Application of the GLP Model in Junior High School English Teaching 4

4.1 Listening and speaking teaching 5

4.1.1 Analysis of listening and speaking teaching 5

4.1.2 Implementation of the GLP model in listening and speaking teaching 6

4.2 Reading teaching 8

4.2.1 Analysis of reading teaching 8

4.2.2 Implementation of the GLP model in reading teaching 9

4.3 Writing teaching 11

4.3.1 Analysis of English writing teaching 11

4.3.2 Implementation of the GLP model in writing teaching 11

5. Some Possible Problems and Countermeasures in the Application of the GLP Model in Junior High School English Teaching 13

5.1 In terms of preview effect 13

5.2 In terms of grouping 13

5.3 In terms of guidance 14

6. Conclusion 14

Works Cited…………………………………………………………………...15

1. Introduction

With the continuous development of educational reform, English teaching quality in junior high school has received much more attention in recent years. However, many teachers still follow some traditional teaching methods and occupy a dominant position in the classroom, so that students are put in a passive position.

As is emphasized in the new curriculum, English teaching ought to be devoted to improving students’ self-learning abilities. The concept of the guided learning plan teaching model (GLP) is just the embodiment of the same idea. With the implementation of GLP, the goal of students-oriented class can be achieved, thus turning passive learning into active learning. (Luan 129) Besides, the application of this model can realize the combination of students’ independent thinking and group discussion in class. In a word, students will be provided with opportunities to express, question and explore freely, so that they can experience, discuss and cooperate in learning. The thesis aims to discuss the specific application of the GLP model in different types of courses in English teaching so as to strength the rationality of applying the model.

The body of the thesis is made up of six parts. Chapter one is the introduction about the background and significance of the study. Part two focuses on the literature review. Chapter three is the theoretical foundation of the GLP model and some principles of designing the learning plan have been showed. Next chapter discusses the application of the GLP model in different types of courses in junior high school English teaching, which includes some problems in these courses and how to implement the model. There’s no perfect law in teaching so chapter five talks about some possible problems and countermeasures in the application of the GLP model. Then chapter six is conclusion of the study.

2. Literature Review

In order to implement the quality-oriented education in depth and solve the contradiction between teaching and learning, many scholars put forward “learning plan” for students according to the “teaching plan” of the teachers, and thus began to apply the GLP teaching model into various subjects in recent years.

As for the GLP model, Fang Qing emphasized the use of learning plans in order to guide students to participate actively and explore cooperatively, which reveals the student-oriented spirit in the new curriculum reform. (Fang 27) Li Yan also believed that by implementing the GLP teaching model, teachers’ teaching objectives can be transformed into students’ learning objectives, which can improve students’ autonomous learning ability. (Li 151)

According to different types of English lessons, Lei Ying used the method of action research, focusing on the design of the learning plan and the problems that should be paid attention to when compiling the learning plan in junior high school reading teaching. (Lei 73) In Huang Jinbin’s listening and speaking teaching, he tried to introduce communicative English teaching mode assisted by the guided learning plan into his lesson and discussed the input and output process during the application. (Huang 124) When it comes to writing, researchers such as Duan Hongxia (Duan 205) and Lin Dahuan (Lin 33) applied the GLP model into their writing teaching and briefly described the process of their teaching.

Based on the analysis above, it is clear that the current applied research on the GLP model is mainly about the concept of the guided learning plan and the GLP teaching model. However, there are only a relatively small number of researches on the specific application of the model in different types of English teaching. So this article mainly discusses the detailed application of the GLP teaching model in three main types of English courses-----listening and speaking teaching, reading teaching and writing teaching. The specific implementation strategies are discussed in the thesis in order to cultivate students’ learning initiative and improve the quality of English teaching in junior high schools.

3. Theoretical Foundation of the GLP Teaching Model

3.1 Definition of the GLP teaching model

The GLP model refers to a new teaching method in which students learn under the guidance of the guided learning plan which is designed by teachers according to their teaching plans.（Ma 90）The purpose of applying this model is to cultivate students’ self-learning abilities and learning autonomy so as to improve the quality of the whole English teaching. Another famous expert noticed that the GLP teaching model is a new model in which the leading role of teachers and the main status of students are obviously revealed. (Zheng 105) From his point of view, the guidance of the learning plan helps students to learn more autonomously before, in and after class. During the process, the teachers play the role of a planner, a guide, an organizer and a helper for students to form new ways of learning English.

As we know, our traditional teaching plan is a scheme in which both what to teach and how to teach are planned by the teachers before class. To some degree, the teaching plan can make full preparations for the coming class, while the neglect of students’ main status in the class cannot be underestimated. Compared with the traditional teaching plan, the design and use of the guided learning plan meets the requirements of the new curriculum reform, and the classroom is mostly returned to the students. Teachers design the learning plans from students’ points of view according to their teaching objectives and students’ actual learning levels. It can not only arouse the enthusiasm of students to the greatest extent but also help students form autonomous learning abilities.

3.2 Principles of designing the guided learning plan

In order to implement the GLP teaching model in junior high schools English teaching, the following principles should be taken into consideration.

1. Principle of students’ subjectivity

As is revealed in the new English curriculum, our teaching should be student-oriented. More attention should be paid to cultivate students’ language learning ability, thus the design of the guided learning plan should stand the viewpoint of target learners and return the class to them to ensure their subjectivity.

1. Principle of exploration

The basic purpose of compiling a learning plan is to develop students’ ability to explore by themselves. Therefore, the design of a guided learning plan should be conducive to students’ exploration so as to sensitize their thoughts and interests to learning.

1. Principle of innovation

Teachers should innovate in content and form in different activities when compiling learning plans (Yang 54). In this way, students can be attracted to learn new things and enjoy self-exploration and cooperation inquiry thus their enthusiasm can be stirred up. Also, their thinking and learning abilities can be improved.

1. Principle of hierarchy

Under the model of collective education, as teachers, we should care for the actual levels of all the students when designing the guided learning plan. Students’ cognitive level and learning abilities must be taken into account in the setting of questions, as is required by the zone of proximal development theory (ZPD). (John 245) Besides, the difficulty of the designed tasks should follow the right difficulty level, so that students can have sufficient motivation for further exploration.

1. Principle of inspiration

The setting of questions in the learning plan should be enlightening, which can fully mobilize students" thinking and enable them to experience the mystery of knowledge through self-learning, so as to encourage them to carry on self-exploration and cooperation inquiry.

4. Application of the GLP Model in Junior High School English Teaching

The content of a guided learning plan mainly involves: learning objectives; key and difficult points of learning; autonomous preview before class; class investigation and cooperation inquiry in class; consolidation after class.

According to the characteristics of English classroom teaching and the requirements of class types, English classes can be divided into listening and speaking class, reading and speaking class, reading and writing class, reading class and some other different types. (Zhang 1) Next, taking three main courses as examples, this paper explores how to apply the GLP teaching model into different types of English courses in junior high school.

4.1 Listening and speaking teaching

4.1.1 Analysis of listening and speaking teaching

In our daily communication, listening plays a vital role. According to a survey in the United States, normal people spend 70% of their waking time in various social activities, 11% of which for writing, 15% for reading, 32%for speaking and at least 42% for listening (Krashen 48). Therefore, improving the listening and speaking abilities of junior high school students is crucial in English teaching at present. Listening is the input and speaking is the output in listening and speaking class, which are the two most important application links of language in social communication and have a direct impact on students’ comprehensive ability. (Zheng 284)

Up to now, listening and speaking teaching model in junior high school is relatively single. Because of the nature of our examination-oriented education, most of the teachers in junior high school think it is unnecessary for them to prepare a learning plan before the listening and speaking class. As is often the case, they teach some key words and introduce the topic of the lesson in a few words just in the beginning of the class and then play the record for students. Actually this kind of teaching method is “testing” listening rather than “teaching” listening, which runs in opposite directions of our listening and speaking teaching. Besides, the atmosphere in traditional listening and speaking is inactive and students feel afraid of opening their mouths to speak out their ideas.

Actually, most attention need be paid to how students learn, not to how teachers teach. This model is helpful to stimulate and maintain students’ interest in English listening and speaking course, and also boost the development of students’ thoughts and self-awareness, which is of great significance to the improvement of English teaching quality and the development of students’ listening and speaking abilities in junior high school. On the basis of the original teaching model, we ought to excavate new teaching methods to break through and innovate in order to achieve the ideal state of "teaching with law" for teachers and “learning with effectiveness” for students.

4.1.2 Implementation of the GLP model in listening and speaking teaching

1. Before class: preview

The first step is always the most difficult. It is the same for teaching. A preview plan is learning plan which is designed for students themselves to study independently and is allocated to students before class. The preview plan in listening and speaking course should follow these points:

1. Making the learning aims clear

The first thing we must understand before we do something is the objectives. So it is with our learning. Therefore, the design of learning objectives must be understandable and measurable.

1. Learning new vocabularies and expressions in the materials

By filling in the blanks with chosen words and translating, students can learn some new words before class thus can clear out the vocabulary obstacles in listening and speaking class. This piece of work can not only save time in-class but also make our teaching more efficient.

1. Knowing the topic and some background knowledge of listening and speaking materials

According to the schema theory, those who have different cultures can form different schemas to the same thing. Generally, their knowledge to the theme directly affects their understanding of the content of the materials. In order to add or recall students’ background information to the material, teachers can use methods of recalling, investigating, consulting, etc. to guide students to know the topic when designing the plan.

1. Putting forward the difficulties

There ought to be some blank area in the preview plan for students to write down the difficulties they come across during their preview and they should also mark them out in the materials.

1. In class:
2. Listening input

With enough content input, students can form English thinking and storage in their minds. Efficient listening input occupies an extremely significant position in a good listening and speaking communication class.

1. Mobilizing students’ interest by pre-listening prediction

Taking the unit “Ancient stories” as an example, the listening task is a story about how the Trojan War started. This is an article that needs to be supplemented by a certain background and also a storytelling that can easily arouse students’ interest. In the process, teachers can ask students to look at pictures or video clips of the Trojan War and narrate the background of the story incidentally. When the students have a certain understanding, they can enthusiastically predict the content of the listening material and the possible questions for them. Meanwhile, the atmosphere will be stimulated. Then students can learn the relevant vocabulary on the learning plan in certain contexts, which can effectively and qualitatively complete the pre-listening preparation work.

1. Achieving learning objectives through listening tasks

As for listening, two kinds of tasks can be set up: extensive listening and intensive listening. Extensive listening aims to listen just for the main idea and some general information in the material. The record is played only once. Before their listening, the listening tasks must be showed to them. The intensive listening task can include filling in the blanks, asking and answering questions, judging the statements and so on, which require students to have a strong ability to capture details, so the record can be played twice. At the end of the whole process, answers shouldn’t be given to students directly, but let students discuss in groups to correct the answer by themselves, and then invite the students to retell the listening material. Certainly, teachers need to make a summary of the whole article, focusing on the points that students are prone to make mistakes, and offer some guidance on listening methods.

1. Speaking output

Classroom teaching a process filled with organic and flexible interactive communication. After certain listening input, it’s necessary to carry out the output activities. For example, role-play and group discussion. Teachers should create some related real-life contexts as much as possible for students and offer them more opportunities to do speaking practice. The exercises include: dialogue between teachers and students, dialogue between students and pupils, group discussion, individual and group dialogue, individual and overall dialogue, solitaire dialogue, etc.

1. After class:
2. Exercises for consolidation

On the one hand, appropriate exercises can help students recall and form deep memory to what they’ve learnt; on the other, it is also a test of teaching results for teachers to improve their teaching. According to the actual situation of all students, exercises for consolidation should be designed under the right difficulty gradient.

1. Reflection

After class, refection ought to be made by both teachers and students. Teachers can make profound consideration of the implementation of the GLP teaching model while students can reflect on knowledge in class and summarize certain strategies for listening.

4.2 Reading teaching

4.2.1 Analysis of reading teaching

Reading is a process of cognitive and linguistic communication, the completion of which requires the reader to use gradually mastered reading skills to understand the intention expressed by the author through linguistic symbols, so as to achieve ideological communication with the author. (Bian 297)

Although a large amount of English teachers spent a great deal of time, some problems still exist in reading teaching in junior high school: (a) Insufficient reading (b) Over-emphasis on linguistic forms (grammar and vocabulary) (c) Over-emphasis on the understanding of content rather than on the improvement of skills. As for many teachers, they just choose to play the tape, ask students to answer some questions, and then explain some language points in the material. The whole teaching process seems monotonous and stereotyped.

From my perspective, the key to our reading teaching is to apply the guided learning plan. In this way, the teacher’s “guidance” and the student’s “learning” can be organically integrated thus it can maximize the mobilization of students" initiative to better cultivate students’ reading comprehension ability. The subject status of students in class is ensured thus can largely develop students’ learning interest. The guided learning plan in reading teaching should focus on guiding students with reading strategies. For example, we should emphasize the lead-in of texts, grasp the theme, memorize important details, understand key words and difficult sentences, explore the author"s writing intention and infer the meaning of sentences in the texts, etc.

4.2.2 Implementation of the GLP model in reading teaching

It is generally considered that reading teaching usually follows 3 stages model: pre-reading, while-reading, and post-reading, which is often reflected in the teaching plan in traditional English reading class. Actually, the model is also suitable in the guided learning plan and it can facilitate students with correspondent guidance like reading tips and skills, which can help students to form good reading comprehension abilities.

1. Before class: preview

Before the reading class, teachers ought to construct effective preview plan for students. The design of the preview plan in reading teaching has similarities to that in listening and speaking teaching. The teachers give out the plan to students before class and students should read the learning objectives and instructions, knowing the important and difficult points in this lesson and grasping the basic methods of self-study. It is required that students should not only finish the self-exploration tasks by themselves but also they can write down the problems they come across on the blanks.

1. In class:

In pre-reading part, videos, songs or some free talk can be adopted to infiltrate some relevant cultural background information into students. Since reading serves as an important source of language input, there’s no doubt that it is the core of our English teaching. Taking the reading part of 8B Unit 5 as an example, playing relevant videos about Mickey Mouse before reading can help students understand the image of Mickey Mouse. Besides, it can activate students’ interest to this topic and clear out some obstacles for the following reading activities.

The main purpose of while-reading is not only to understand the text but also to form appropriate reading skills. In traditional class, teachers usually set some reading comprehension activities and do together with students. Without teaching appropriate reading strategies, some teachers think that after finishing these questions students can understand the text. However, under the guidance of the GLP model, in addition to skimming and scanning, more specific strategies required by the new English curriculum standards such as guessing, quoting, referring, reasoning will be adopted to guide students to complete reading tasks. Meanwhile, methods like self-study, group cooperation by students and teacher guidance will be used to take place of teaching by teachers. What’s more, some small tips can be put in the guided learning plan for students to guide their reading. It is bound to be beneficial to their reading habit-formation and their sustainable development of reading abilities.

In post-reading, students can solve problems in groups. For example, in 8A unit1 School life, students have a group discussion about their best friends’ personalities and deeds. Meanwhile, they also play a guessing game in groups to guess who the friend is. Students have chances to express their opinions and also develop their sense of cooperation.

1. After class:

The after class activities aim to consolidate and reflect the knowledge in the class. For example, students can be asked to write about their impressions on certain topics and opinions of the reading material.

Above are some requirements for the design of the guided learning plan in reading teaching under the guidance of the GLP model. Each step has different characteristics and is closely related to each other. On one hand, it guides students to use correct reading strategies to read; on the other, it helps students to form good reading habits.

4.3 Writing teaching

4.3.1 Analysis of English writing teaching

In recent years，the importance of English writing teaching has become increasingly prominent. English writing belongs to a high level of ability, which is of great importance to the cultivation of students’ ability to organize and use language. Therefore, guiding students to write in English is relatively a tough task in junior high school English teaching.

The traditional teaching of writing is mostly about explaining model articles and imitating to write. When it comes to writing, most students feel boring and frustrated. Thus problems such as lack of awareness of writing, weak foundation, insufficient expanse of the content and inadequate guidance of writing methods begin to appear in our daily teaching. English writing is a difficult task for many students thus a lot of mistakes are made in their articles, and some students even don"t know how to write. Therefore, teachers should change their teaching concepts and the methods of English writing so as to increase the effectiveness of English writing teaching. (Yang 158)

The GLP teaching model is based on students’ cooperative inquiry and autonomous learning, which is completely against the traditional teaching mode of "full-room irrigation" by teachers and can greatly improve classroom efficiency. Through applying the guided learning plan, teachers can cultivate junior high school students’ interest to English writing and train them to master scientific and effective writing strategies for improving their writing quality and comprehensive writing ability.

4.3.2 Implementation of the GLP model in writing teaching

1. Before class: preview

Under the guidance of the GLP teaching model, teachers should make a learning plan before class basing on the analysis of textbooks, curriculum standards and students’ learning situation. Students can preview according to the learning plan so that they can grasp some information of the writing class, including the learning aims, some useful sentence patterns in the writing samples, etc. Besides, it is of great necessity to search more related information about their writing topics. This period of self-learning in the preview can pave the way for later-on cooperative learning and self-writing in class.

1. In class:
2. Cooperation
3. Students are divided into groups according to the principle of “homogeneity between groups, heterogeneity within groups”, so as to carry out effective cooperative learning.
4. Students ought to cooperate for the structures and some useful expressions of the given sample, the aim of which is to let students learn to use them for reference.
5. As for the given topic in the learning plan, students discuss in groups to gather ideas for the topic and draw a mind map. In this way, students can collect more relevant ideas to enrich their writing.

② Writing

In this part, students complete their writing independently according to the information on the learning plan. Until now students have a clear mind of how to write because they have grasped the structure, some useful expressions and relevant ideas for their writing by cooperation. Besides, with limited time they can have an efficient training to improve their writing abilities.

1. Cooperation and assessment

After writing, teachers guide the students to make cooperative evaluation. First of all, students should have peer-assessment to read others’ writings carefully and mark out mistakes according to the criterion given by the teacher and make some necessary changes. Meanwhile, they can also underline good expressions in others’ writings and learn the shining points in them. Then teachers can invite some writings to the front to share and finally collect their learning plan for writing and grade them.

1. After class:

The critical reflection after class can be treated as the continuation of in-class activities. Teachers can collect students’ writing together and give particular guidance on the weak links of each individual according to their writing. For example, some students may have no logic in the layout of his article, so teachers should help students to clarify their ideas and improve their conceptual level to lay foundation for further writing activities.

Under the GLP model, teachers ought to guide students in writing step by step according to the learning plan during the whole class thus students’ subjective status is ensured. It can promote students from listeners to active participants and from learning contents to learning the methods. Under this condition students’ self-learning ability can be promoted and the overall performance and quality of our whole writing teaching can also be improved.

5. Some Possible Problems and Countermeasures in the Application of the GLP Model in Junior High School English Teaching

Like any other teaching model, the GLP model also has its shortcomings during its implementation. The following are some problems that might appear in the application and some countermeasures are put forward accordingly.

5.1 In terms of preview effect

Without adequate preview, it is difficult to cooperate effectively. There’s no doubt that a large amount of students in junior high school nowadays have not yet formed good preview habits as well as good preview methods. So group leaders need to carry out the preview supervision regularly to help students cultivate preview habits. Another cause for poor preview may be the designed questions for preview are difficult for some students. In this way, teachers need to have comprehensive consideration of students’ actual situation and design tasks of appropriate difficulty gradients for them.

5.2 In terms of grouping

Learning groups play an important role in the application of the GLP teaching model. Problems of unreasonable collocation of team members or the lack of a good team leader may exist during the implementation of the GLP teaching model in English class, thus sometimes leading to ineffective cooperation. As for the former, we need to allocate groups according to the principle of homogeneity and heterogeneity; for the latter, we can select appropriate group leaders and strengthen class management.

5.3 In terms of guidance

Taking a learning plan before class can make students learn how to preview; taking it during class can help students interpret the texts deeply to solve the difficulties that cannot be handled in self-study; taking it after class can make students enhance what they’ve learnt. So the guidance of the teaching plan should be ensured when designing the plans. Besides, during the whole process, the guidance of the teacher also serves as an indispensable part to complete the learning process. In real practice, beside the guided learning plan, teachers ought to offer necessary and sufficient help for the learners during the whole class as well. In a word, when implementing the GLP teaching model, our teachers need to focus on not only the quality of a guided learning plan, but also their own guidance to ensure the learning quality.

6. Conclusion

So far, the GLP teaching model has been basically formed and has achieved evident results. As is illustrated above, teachers should pay attention to the characteristics of different types of English lessons and design different learning plans according to the type of lessons and students’ actual characteristics. The GLP model is beneficial for students’ subjective consciousness thus the students-oriented principle can be clearly reflected. Besides, it helps to improve students’ learning autonomy to a large degree. Under the guidance of the learning plan, they can actively think and explore, and know what to learn, how to learn and how to learn well. What’s more, the model tends to change students’ attitudes to English learning. By applying the GLP model, students’ subjective status is ensured so they can participate in and show themselves in class. So in this way, students’ enthusiasm for initiative learning can be stirred up.

Although many advantages of applying the GLP teaching model are revealed in the thesis, this model is not omnipotent as well. Some possible problems during the application may still exist. As the saying goes, there is a law in teaching, but there is no definite law. As teachers, we need to learn and innovate constantly in the process of our teaching practice so as to really implement effective English teaching.

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