导学案对高中生自主学习能力和英语语法学习成绩影响的研究 81页

ｊ分类号密级ＵＤＣ号１０７３６编沒ｊＵｆ鉍上摩硕士学位论文导学案对高中生自主学习能力和英语语法学习成绩影响的研究：李雪研宄生姓名：高育松教授指导教师姓名、职称专业名称：教育硕士研究方向：学科教学（英语）二〇一六年十一月＊ AResearchontheImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandEnglishGrammarLearningResults导学案对高中生自主学习能力和英语语法学习成绩影响的研究LiXue李雪 郑重声明本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有剽窃、抄袭、造假等违反学术道德、学术规范和侵权行为，否则，本人愿意。承担由此而产生的法律责任和法律后果，特此郑重声明学位论文作者）（签名ｆ■＾４年曰月该？ 学位论文使用授权书本论文作者完全了解学校关于保存、使用学位论文的管理办法及规定，即学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅，接受社会监督。本人授权西北师范大学可以将本学位论文的全部或部分内容编入学校有关数据库和收录到《中国硕士学位论文全文数据库》进行信息服务，也可以采用影印、缩印或扫描等复制手段保存或汇编本学位论文。本论文提交一□当年／□年／□两年／□三年以后，同意发布。若不选填则视为一年以后同意发布。＇注：保密学位论文，在解密后适用于本授权书。作者签名：４ｆ导师签名：为Ｗ年／２／月／日 西北师范大学研究生学位论文作者信息论文题目导学案对高中生自主学习能力和英语语法学习成绩影响的研究姓名李雪学号2013310082专业名称学科教学（英语）答辩日期2016年11月15日联系电话ail通信地址(邮编)：备注： ContentsAbstract..........................................................................................................................................................i摘要...........................................................................................................................................................iiiListofTables................................................................................................................................................ivListofAbbreviations....................................................................................................................................vChapterOneIntroduction...........................................................................................................................11.1ResearchBackground...........................................................................................................................11.2Significanceandpurposeoftheresearch..............................................................................................31.3Layoutofthethesis............................................................................................................................5ChapterTwoLiteratureReview..................................................................................................................62.1GuidedLearningPlan(GLP).................................................................................................................62.1.1DefinitionsofGLP.........................................................................................................................62.1.2FeaturesofGLP.............................................................................................................................72.1.3PreviousresearchesonGuidedLearningPlanabroadandathome...............................................82.2AutonomousLearning(AL)...................................................................................................................92.2.1DefinitionsofAutonomousLearning.............................................................................................92.2.2CharacteristicsofAutonomousLearners.....................................................................................102.2.3ComponentsofAutonomousLearning.......................................................................................102.2.4PreviousresearchesonAutonomousLearningabroadandathome............................................122.3RelationshipbetweenGLPandAL.....................................................................................................14ChapterThreeTheoreticalFramework...................................................................................................153.1Constructivelearningtheory............................................................................................................153.2Humanistictheory...............................................................................................................................153.3Zoneofproximatedevelopment......................................................................................................163.4.ThePrinciplesofDesigningtheguidedlearningplan(GLP)..............................................................163.4.1Students-centeredClassroom.......................................................................................................163.4.2Development................................................................................................................................173.4.3Creativity.....................................................................................................................................173.4.4Direction......................................................................................................................................17 3.4.5Activities......................................................................................................................................173.4.6Equality........................................................................................................................................183.4.7Exploration...................................................................................................................................18ChapterFourResearchMethodology.......................................................................................................194.1ResearchQuestions.............................................................................................................................194.2Subjects...............................................................................................................................................194.3Instruments.........................................................................................................................................194.3.1Questionnaires..............................................................................................................................194.3.2twotestsongrammarfromthefirstmonthlyexamandfinal-exam............................................204.3.3Interview......................................................................................................................................204.4Researchprocedures...........................................................................................................................204.4.1Pre-tests........................................................................................................................................214.4.2TeachingproceduresofusingtheGLPingrammarlessons........................................................214.4.3Post-tests......................................................................................................................................224.5Datacollectionandanalysis................................................................................................................22ChapterFiveResultsanddiscussion.........................................................................................................245.1Resultsfortheimpactsofsubjects’autonomouslearningability.......................................................245.1.1ResultsandAnalysisofthedatafromthepre-questionnaires......................................................245.1.2ResultsandAnalysisofthedatafromthepost-questionnaire......................................................295.1.3ResultsandAnalysisoftheInterview..........................................................................................335.2Resultsfortheimpactsofsubjects’Englishgrammarlearninginseniorschool................................365.2.1ResultsandAnalysisofthePre-testongrammar.........................................................................365.2.2ResultsandAnalysisofthePost-testongrammar.......................................................................375.3GeneralDiscussion:............................................................................................................................385.3.1Summaryonthefindings.............................................................................................................385.3.2Explanationonthefindings.........................................................................................................39ChaptersixConclusion...............................................................................................................................406.1.Findingsandimplicationsoftheresearch..........................................................................................406.2.Thelimitationsoftheresearch...........................................................................................................40 6.3.Suggestionsforfurtherresearch........................................................................................................41References.....................................................................................................................................................viAppendixA....................................................................................................................................................xAppendixB.................................................................................................................................................xixAppendixC...............................................................................................................................................xxivAppendixD.............................................................................................................................................xxvAppendixE............................................................................................................................................xxviAppendixF............................................................................................................................................xxixAcknowledgements.................................................................................................................................xxxii AbstractThenew-roundeducationreformandNewCurriculumStandardstateddefinitelythatweshouldoptimizestudents-centredteachingandlearningmodels,stressedstudents’activeparticipationandexperienceandadvocatedtocultivatestudents’autonomouslearningability.Ontheotherhand,theguidedlearningplan(GLP),apopularmodelforeducationreform,isbeingwidelyusedintheclassroomteachingandlearninginmanyseniorhighschools.ButsomeEnglishteachersandscholarsdisagreewitheachotheronwhethertheguidedlearningplan(GLP)couldpromotestudents’autonomouslearningability(AL)andwhetherthisteachingassistantmeanscouldbebeneficialtoimprovestudents’learningresults.Toprovethat,fromtheaspectofEnglishgrammarteachingandlearning,thisthesisistoresearchtheimpactoftheguidedlearningplan(GLP)uponstudents’autonomouslearningabilityandtheirlearningresults.Thisresearchisonthebasisoftheclassroomteachingandlearningpractice,mainlytoanswertworesearchquestions:1).Canusingtheguided-learningplanpromotestudents’autonomouslearningabilityintheSeniorSchool?2).Canusingtheguided-learningplanimprovestudents’EnglishgrammarlearningintheSeniorSchool?Forthesetwoquestions,theauthorappliedthetwoclassesfromFengHuoseniorhighschoolinthecityofBaojiassubjectsandspent6monthsinmakinganexperimentwhoseinstrumentsarequestionnairesinterview,andgrammartests.Theformertwoinstrumentswereusedtotestifyresearchquestion1andthelatterwasusedforresearchquestion2.Fromtheresultandthedata,theauthormadethefollowingconclusions:1.thereisanobviousimprovementonsubjects’learningattitudeandinterest,learningplans,motivation,learninghabitandstrategy,whichare4componentsoftheautonomouslearningability(seetheDiagram2-1).Also,intheinterviewmostsubjectsthoughthighlyoftheguidedlearningplan(GLP).Soit’seasytoconcludethatusingtheGLPimprovedstudents’autonomouslearning.2.Theresultsofcomparisonofthepre-testsandthepost-testsongrammarindicatedthatthescoresintheexperimentclasshaveimprovedmuchmorethanthatinthecontrolclass,whichmeansthatusingtheGLPhasimprovedthesubjects’grammarlearningresults.Allinall,usingtheguidedlearningplan(GLP)couldimprovedthesubjects’autonomouslearningabilityandEnglishgrammarlearningresults.SotheGLPisoneoftheeffectiveteachingandlearningapproacheswithgreatpracticalsignificance.TheaboveresearchresultsenlightenedmethefollowingabouttheGLP:ontheonehand,GLPi shouldbewell-designed,discussedandperfectedwiththecooperationofotherteachers.Ontheotherhand,tousetheGLPeffectively,theteachersshouldtrainandinstructtheusersproperlyaheadoftime.Keywords:guidedlearningplan;autonomouslearning;grammarlearning;seniorschoolstudentsii 摘要新一轮的教育改革和课程标准对中学英语教学提出了更加明确的要求：教学要以学生为中心，强调学生的参与，体验，探索，倡导提高学生自主学习能力的教学模式。另一方面，导学案作为一种教学改革的模式，正广泛应用于中学英语课堂教学。但是，作为一种教学辅助手段，导学案是否有助于提升学生的自主学习能力，是否能够有效提升学生的英语学习，英语教师及英语教学研究者并未达成共识。基于此，本研究以语法教学为切入点，调查导学案对提高学生自主学习能力和英语语法学习成绩的影响本论文是基于课堂的教学研究，具体回答以下两个研究问题：1.运用导学案是否能够提高高中生的自主学习能力？2.运用导学案是否能够提高高中生的英语语法学习成绩？为回答上述两个研究问题，本研究选取宝鸡市烽火中学高二两个班作为研究对象，进行了为期6个月的教学实验。实验工具有：问卷调查，访谈和语法测验。前两个研究工具是用于证明第一个研究问题。语法测验用来验证第二个研究问题。通过分析数据结果，得出以下结论：1.学生的学习态度和兴趣、学习计划、学习动机和习惯、学习策略等反映自主学习能力的指标均有明显的提高。访谈显示，学生对导学案持肯定态度。所以运用导学案能提高学生的自主学习能力。2.两次语法测试结果也表明运用导学案的实验班比控制班成绩提高很多，所以运用导学案能提高高中生的语法学习成绩。总体而言，运用导学案能提高学生的英语自主学习能力和英语语法学习成绩，所以导学案是行之有效的教学手段，有实用价值。根据研究结论，得出以下启示：一方面，导学案要精心设计，从学生实际出发，并善于和其他老师展开教学研讨，不断优化完善导学案内容。另一方面，为有效使用导学案，一定要训练并要求学生，使其合理有效的使用导学案。关键词：导学案；自主学习；语法学习；高中生iii ListofTablesDiagram2-1ComponentsofAutonomousLearningAbility.........................................................................12Table4-1BriefDescriptionsoftheQuestionnaires......................................................................................24Table4-2TheTimetableoftheArrangementtheExperimentResearch.......................................................21Table5-1ResultsofSubjects’LearningAttitudeandInterestinPre-questionnaire.....................................24Table5-2ResultsofSubjects’LearningPlaninPre-questionnaire..............................................................25Table5-3ResultsofSubjects’LearningHabitandSelf-motivationinPre-questionnaire............................26Table5-4ResultsofSubjects’LearningStrategiesinPre-questionnaire......................................................27Table5-5ResultsofLearningAttitudeandInterestinPost-questionnaire...................................................29Table5-6ResultsoftheSubjects’LearningPlaninPost-questionnaire.......................................................30Table5-7ResultsofSubjects’LearningHabitandSelf-motivationinPost-questionnaire..........................31Table5-8ResultsoftheSubjects’LearningStrategiesinPost-questionnaire..............................................32Table5-9theSubjects’PerformanceonthePre-testonGrammar...............................................................36Table5-10theSubjects’PerformanceonthePost-testonGrammar............................................................37iv ListofAbbreviationsGLPGuidedLearningPlanALAutonomousLearningCCControlClassECExperimentClassZPDZoneofproximateDevelopmentv ChapterOneIntroductionChapterOneIntroductionInrecenttwodecades,theapplicationoflearner-centeredteachingmodelincultivatingEnglishlearningautonomyhasdrawnmuchattentionoftheresearchersandexperts.Mostoftheresearcherschosethecollegestudentsandpostgraduatesastheirsubjects,whosecognition,self-discipline,andgoal-managementhavereachedacomparativelyhighlevel.However,habitandcustomisthesecondnature,anditwilltakegreatamountsoftimeandefforttocorrectabadstudyhabit.Thus,payingmoreattentiontohighschoolstudentswhoaredevelopingbothphysicallyandmentallyatafastspeed,seemstobeofgreatimportance.Sohowtodevelophighschoolstudents’autonomouslearningisbecomingmoreandmoreimportantforindividuals’developmentandthenewworld,whichisahot-topicandwellworthdiscussingandstudying.1.1ResearchBackgroundEnglishisauniqueandirreplaceablesubjectforstudentsandteachersinChina.Englishlearningoccupiesaprominentpositioninstudents"studylife.EventhoughtheEnglishteachingandlearninghasbegunearlierinkindergarten,theeffectsofEnglishteachingandlearningarestillnotasidealasexpected.Englishteachingandlearningwastesalargequantityoftimeandmoney,whichmakesthelearnersandteacherssufferingalot.Forexample,somemajorgrammarsandthemainknowledgepointshavebeenlearnedinJuniorSchoolbuthaven’tbeenmasteredeveninseniorhighschool.What’sthereasonforthecurrentbadsituationofthetraditionalEnglishteachingandlearninginhighschools.?Firstofall,mostoftheteachersadoptthestereotypedandtraditionteachingmodel.Thoseteachersonlypaytoomuchattentiononimpartingknowledgepointstostudents,andfocusonwhetherstudentsarelisteningcarefullyandtakingnotesinclass.Studentsdonotactontheirownbutfollowthedirectionsoftheteacher(Danny&Natalia,2007).Second,theinteractionbetweenteachersandstudentsissolittlethatthegapandconflictbetweenthemalwayshaveabadeffectontheirrelationshipandtheteachingandlearningresults.Intraditionalclass,thestudentsaretoldwhattodo.Atthesametime,teacherscannotgetasenseofaccomplishmentbecauseofweakinteractionwithstudentsandstudents"loweffectivenessoflearning.Traditionalteacher-centerededucationisstillthefocusinschools.Consequentlystudentsfeelthattheclassisboring,sotheteachingandlearningresultscannotbeachievedsatisfactorily.What’smore,mostteacherstrytogivestudentsthesameknowledgeinthesamewayyearbyyear,daybydayandtheysetthesamelearninggoalsignoringthestudents"individualdifferences.Whenthe1 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________teacherraisedquestionsinclass,studentswhoaregoodatlearningwillhavemorechancestoanswerthem,whilesomewhoarenotgoodarealwaysignoredandleftalone.Asamatteroffact,therealreasonforbadsituationofEnglishteachingandlearninginhighschoolisthepressureofcollegeentranceexamination,whichmakesstudentslackinterestandinhighpressureinlearningEnglishandforcesteacherstooveremphasizethescoresandresultsawayfromthenatureoftheeducation.Inthisway,learningEnglishisjustataskforstudentsnottheirchoiceandteachingEnglishisonlytheworkassignmentforteachers.Basedonthecurrentexam-orientededucationalstatusandeducationsystem,moststudentsareaccustomedtorelyingonteachersandmostteachersonlyteachthepointsforexamsandoveremphasizetheresultsandexams,ignoringtheprocessoflearning,students’interest,abilityandlong-termdevelopment.Sothesituationofthecollegeentranceexamination’sdominatingtheeducationisinurgentneedofchangingandimproving.Ontheotherhand,thecalloftheeducationreformcontributestotheextensiveuseofguidedlearningplans(GLP)inhighschools.TheCurriculumforBasicEducationReformCompendium(Draft)statesdefinitelythat“weshouldchangethestatethatthecurriculumimplementationhasemphasizedtoomuchaboutpassivereceptionlearning,mechanicalmemorizingandtraining.Afterdenyingsomuch,itadvocatedandstressedthestudents’activeparticipationandexplorationanddeveloptheirabilities.”Fromtheabovewords,thereisnodenyingthattheemphasisofthecurrenteducationalreformistoridthestuff-fillingteachingmodelandsatisfythedemandsofthestudents,theteacherandthesociety.Torealizeit,thefirstfocusistochangetheteachers’educationconceptandtransfertheemphasisofreformfromteachingreformtolearningreform.Thatistosay,itisnecessarytocarryouttheresearchofpromotingstudentslearningabilityandlastingdevelopmentofseniorhighschoolstudents,whoareintheimportantturningperiodfromschooltosocietyinwholeprocessofChineselearningknowledge.Thecallofeducationreformwassostrongthatmanyeducationinstitutionsbegantotakeactionstobringinandresearchsometeachingmodelsortheory,amongwhichtheguidedlearningplan(GLP)wasthemostpopularforthefollowingreasons.First,theGLPispracticalandcommonforthegrass-rootschools.Secondly,theGLPemphasizesandactivatesthestudents’motivationandinterest,meetingtherequirementsofthecurriculumreform.Thirdly,theGLPmodeliseasytocarryoutandstressestheprocessofstudents’activityandstudents-centered,totallychangingthetraditionalforce-feedingteachingmethod.Inaword,inthecurrenteducationalreform,theGuidedlearningplans(GLP)isverythepracticalandpopularinmost2 ChapterOneIntroductiongrass-rootschools.1.2SignificanceandpurposeoftheresearchTheresearchisgoodtotheimplementtheGoalofNewCurriculumReformandtospeeduptheeducationreform.OneoftheideasofNewCurriculumStandardistooptimizelearningmethods,tochangethestudents’passivelearningandtoadvocateactiveparticipation,stressingthecultivationofstudents’life-longlearningability.Thistheory’scorestrategyisbasedon“student-centered”tryingtoconvertstudents’learningmethod.TheCurriculumforBasicEducationReformCompendium(Draft)statesdefinitelythatweshouldadvocateexperience,participation,cooperationandexchangeoflearningandtask-basedapproach……cultivatethestudent’autonomouslearningabilities……tolayagoodfoundationfortheirlife-longlearninganddevelopment,whichmeansthatoldstuff-fillingteachingmustberidortransformedintoself-teaching,acceptedlearningmustbetransformedintodiscoverylearning.Atthemoment,theGLPappearedandtakethetask.Thedevelopmentofschoolqualityeducationcanalsobepromotedbytheguidedlearningplan.ItistheteachingideaswhichcarryouttheNewCurriculumReformwhichissupposedtodirectstudentstostudyactively,tocultivatestudents’learningabilitiesofautonomy,cooperationandexploration.Theguidedlearningplanwhichiscurrentlybeingexploredandcarriedoutisanewteachingmode.Itchangesthetraditionalteachingmodesandhelpsteacherstocarryoutthequalityeducation.Besides,Autonomouslearningbasedontheguidedlearningplancanupdateteachers’educationconceptsandimprovetheirteachingskills.Thiskindofteachingmodecanmaketheteachingrelationshipstendtobemorefriendlyandcooperative.Teacherscanreceivetheteachingfeedbackinformationdirectlyfromstudents,andbroadentheirteachingideas.Theresearchisgoodtoguidetheprocessofteachingandlearning,improveitsrealisticeffectsandthequalityofeducationviacombiningthetheoryandthepracticeoftheGuidedlearningplan.InthetheoryoftheGLP,itfunctionsasastagefortheteachersandstudentstofulfilltheabove,onwhichstudentsarethestarsandteachersaredirectors,monitors,promotersandfacilitators,whocanfullymobilizestudents’enthusiasm,initiativeandcreativity,providethemanopportunityandinstructionmethodsandenablestudentstomaximizetheirparticipationinthelearningprocess.Atthesametime,teachersenhancetheirteachingskillsandabilitiesduringelaboratingtheguidedlearningplan.Inmanyaspectsofthepractice,theguidedlearningplan(GLP)emphasizestheinquiryprocessofthe3 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________studentslearningknowledgeandfocusesitsattentiononstudents’experiences.Throughteacher"sguidance,thestudentscomparenotesandcarryouttheirownpersonalexploration.Moststudentsinexperimentalclasslearnedhowtoprepare,toaskquestions,toactivelyparticipateinclassdiscussions,andwillpayattentiontoextendingtheknowledge.Assoonasthestudentsformthegoodlearninghabits,theywillhavelearningenthusiasm,initiative,thustheywillconscientiouslysumuptheirownlearningprocess,andtrytooptimizetheirlearningstyle.Graduallytheywillexploreandmasterthecorrectlearningmethodsandwaysofthinking,andeventuallyrealizetheaimofdevelopingandimprovingthestudents’autonomouslearningability.Intheprocess,usingtheGLPsignificantlyimprovestheteachingandlearningeffectsbystimulatingstudents’learningenthusiasm;UsingtheGLPenhancesstudents’senseofself-confidenceandself-esteemfullyinfavorofstudents’personaldevelopment;UsingtheGLPpromotestheformationoftheirhealthypersonality.Atthesametime,mutualcooperationnotonlybringthestudents’collectivewisdomintoplay,butalsocanfostercooperationandexchangebetweenstudents.Sincethe1990s,allkindsoflearningplansappearedintheschools.Gradually,“theGuidedLearningPlan”hasbecomeanativeteachingforminthesoiloftheChineseeducationfields.Theguidedlearningplanisamodelwhichoffersstudentstheopportunitiesoffreelyexpressingthemselves,askingquestionsandprobing，letsstudentsattempttosolveproblemsbyexperiences,discussion,andcooperationandenablesstudentstomastertheproperwaysoflearninganddevelopsstudents’goodlearninghabitsandtheirautonomouslearningability.Sincetheauthor"sschool,FengHuoSeniorschoolinBaoji,hascarriedoutthisreformoftheGLPandextensivelyappliedittothedailyteaching,Also,theGLPhasbeenacceptedandthoughthighlyofbyboththeteachersandstudents.InordertomakebetteruseoftheGLPtoimproveseniorhighschoolstudents’self-regulatedlearningability,IselectedtoputthegrammarlessonsofGLPineveryunitforhighschoolstudentsintopractice.Afteraterm’susingthegrammarGLP,Isearchedforstudent’feedbacktodiscovertheadvantagesanddisadvantagesoftheexistingGLPthroughinterviews,questionnaires,comparison,dataanalysisandempirical.Butinfactifthestudentsdon’tusetheguidedlearningplansappropriatelyandcarefully,therewillappearaquantityofdrawbacks.Iftheguidedlearningplansareoflesshighqualityandmerelycollectionofexercises,TheGLPiscertaintoincreasetheburdenofthestudents.Ifthedesignersonlycopytheteachingmaterialwithoutanythoughtfulconsideration,itwillleadtostudentscopyingtextbooksandautomaticallyrecitingknowledge.Thatcan"tachievethesuperiorityoftheguidedlearningplans.4 ChapterOneIntroductionInordertoavertthishappening,fromthepracticalaspectofthestudents,thisstudymainlyexploreshowtodesignandusetheEnglishgrammarGLPtomeettheneedsofseniorhighschoolstudents.ThisresearchisaimedtoexplorewhetherthatapplyingtheGLPinseniorschoolstudents’grammar-teachingcanpromotestudents"autonomouslearningability,soitintendstoaddressthefollowingresearchquestions.Q1.Canusingtheguided-learningplanmodelpromotestudents’autonomouslearningabilityintheSeniorhighschool?Q2.Canusingtheguided-learningplanmodelimprovestudents’Englishgrammarlearningintheseniorhighschool?1.3LayoutofthethesisChapter1concernsanintroductionintermsofthebackground,thesignificanceandpurposeoftheresearchaswellasthelayoutofthethesis.Chapter2introducestheliteraturereview.ItfirstliststhedefinitionsandfeathersoftheGuidedLearningPlans,thendiscussestherelatedresearchesofGLPabroadandathome.Alsoitintroducesthedefinitions,feathersandcomponentsoftheAutonomousLearning,thendiscussestherelatedresearchesofALabroadandathome.NextitanalysestherelationshipbetweenGLPandAL.Thesepreviousresearchesdooffertheauthorsomeresearchviewsandsomeclearreferencesforthefurtherresearch.Chapter3isthetheoreticalfoundationinwhichconstructivelearning,humanistictheoryandzoneofproximatedevelopmentareintroduced.Besides,itintroduces7principlesoftheguided-learningplans.Allofthemprovidesatheoreticalfoundationandabasicunderstandingfortheresearchfoundation.Chapter4concernsthemethodologyabouthowthisresearchisdesigned,carriedoutandtestified.Thereareresearchquestions,theintroductionofthesubjects,theinstruments,researchproceduresanddatacollection.AlsoasampleofagrammarGLPteachingprocedurewasshown.Chapter5isresultsanddiscussionwhichtestifiedthetworesearchquestions.Theresultsandanalysisofquestionnairesandtheinterviewswereusedtotestifythefirstresearchquestion.Theresultsandanalysisofthegrammartestswereusedtotestifythesecondresearchquestion.Chapter6concernstheconclusion.Itincludedthatthefindingsandimplicationsaswellasthelimitationsoftheresearchandsomesuggestionsforfurtherresearch.5 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________ChapterTwoLiteratureReview2.1GuidedLearningPlan(GLP)2.1.1DefinitionsofGLPUntilnow,thereisstillnoformaldefinitionfortheGLPevenifithasacommonandinstructionalpracticesincethelate1990sinChina.TheGLP,anewinstructionalmodel,hasbeenusedineverysubjectinmanyhighschools.WhenitcomestowhatisGLP,researchersandfront-lineteachersstillhavedisagreementsinsomespecificdetailssuchaswhoonearthshoulddesigntheGLP,theteacherorthestudents,orthetwotogether?SomeresearcherssuggestthattheGLPshouldbedesignedbystudentsthemselvesorthecooperationofteachersandstudents.“TheGLPisaseriesoflearningmaterialstorealizestudents"self-learningknowledgeanditwasdesignedthroughthecooperationofteachersandstudentswithclearteachingaim"(ZhangShuguang,2000).“TheGLPisalearningplanmadebythecooperationofteachersandstudentsbasedonstudents"cognitionaswellastherelativetheoriesandstrategiesmoderneducation."(WuDongjun,2006).OtherscholarsbelievetheGLPshouldbedesignedbyteachers."TheGLPisalearningplanmadebyteachersconsideringtheteachingtasks,students"knowledgefoundation,experience,learningstyles,abilitylevel,congitionlevel."(ZhaoJiachen,ZhangChengju,2002)."TheGLPisaplanwhichfunctionstoinstructstudents"learningandwasdesignedbytheteacherinordertodirectstudentsobtainknowledge."(ShiJikun,2008)."TheGLPisaguidingplanforstudentstopreviewthenewlessondesignedbytheteachersaccordingtotheinstructionalrequirementsandanalysiswhichfocusedoncultivatingstudents"autonomouslearningability(YangZhen,2005)."TheGLPisadesignedproposalusedforstudents"self-learning,self-exploring,self-innovatingwiththeteacher"sdirectionperfectedbybothofthem.(FengMingliang,2007).Besidestheabove,PeiYanan,anfamouseducator,gavehisexplanationaboutthedefinitionofGLPandstressedthefollowing3pointsinhisstudy(PeiYanan,2007):First,theGLPisalearningplanbasedontheteachinggoalsandstudents"6 ChapterTwoLiteratureReviewcognitiveprocesstoleadthestudentsself-exploringknowledge;Secondly,theGLPisasupportingmaterial.ThenecessarypartsofGLPincludelearningobjectives,learningtasks,learningpoints,learningproceduresandself-evaluation;Thirdly,theGLPisanindividualcase.WiththeGLP,studentscandirectlyparticipateintothewholelearningprocessofexploringproblems,developingskillsandgraspingknowledgebythemselves.TheauthorinthisresearchagreesthattheGLPshouldbealearningplandesignedbytheteacherbasedonstudents"actualsituationtoleadstudentstoactivelyobtainnewknowledge.TheGLPisaimedforstudentstoself-learning,self-exploringandself-innovating.IntheclassofusingtheGLP,thestudentsarethecenterwhiletheteacherisonlythedirector.Thestudentsnotonlystudytheknowledgebythemselvesbutlearnthemethodandcultivatetheirabilitybysolvingthetarget-problemswiththehelpofteachersandguidanceoftheGLP.2.1.2FeaturesofGLPFromtheconceptofGLP,thefeaturesoftheGLPcanbeapparentlysubjective，explorative,directive,andopen.(FanZengming,2003).AsthedesigneroftheGLP,theteachersshouldrespectthestudents"centrenessanddeveloptheirpotentialofsubjectiveinitiative.WhenapplyingtheGLP,theteachersshouldrelyonthestudentsandfocusondirectingthemtobeinvolvedintotheexploringandlearningactivitiesinclass.What"smore,theteachersshouldfirstadapttothenewroleof"thedirector"insteadof"thespeaker".Inadegree,theGLPisopen,anditisonlyareferenceandhelperforlearningandsometimecanbeadjustedtothecurrentsituation.Inthisway,theteachersshouldtrustthestudentsandgivethemfreedomoftheautonomouslearninganddeveloptheirskills.Lastly,theGLPcanbedesignedinflexiblestylesandformations.TheteachersareabletodesigntheGLPaccordingtothecharacteristicofpresentstudentsandsituationsandtheusersshouldapplyitintolearningprocessproperlyandflexibly.OneofthemostimportantfeaturesfortheGLPisthattheGLPonlyservesthelearnersfocusingonthelearnerandthelearningprocess.Astothespecificity,theteachersshouldmakeclearthattheGLPisnotthesameastheteachingplan.Thestudents"learningwiththeGLPisaprocessinwhichstudentslearnandconstructthenewknowledgebythemselvesorguidedbytheteachersandtheGLP.TheGLPistothestudentsaswhatthescriptstotheactors.TheGLPisjustlikeaplayprovidedforthestudentsdesignedbyteacherstomakeitpossibleforstudents"autonomouslearning.7 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________Onthispoint,it’snecessaryandimportanttodistinguishtheteachingplanandtheGLP.Theyaredifferentinfunction,purpose,character,usageandform.First,theGLPismeantforstudentstodirectanddevelopthestudents"self-learningwhiletheteachingplansservetheteachersandrecordtheteachers’preparationandarrangementfortheclass.Second,theGLPisstudents-centeredandusedbystudentsandteachersbuttheteachingplanisfocusedontheteachersandonlyusedbyteachers.Third,theGLPwasdesignedtoleadstudentstomasterknowledgeandcultivatetheirabilitieswhiletheteachingplanwasdesignedtoorganizeandteachtheclassandwasmostlyreferredtobyteachersinclass.ThedesignoftheGLPshouldtakethestudents"existingpsychologicaldevelopinglevelintoconsideration.TheGLPusuallyconsistsofthepre-class,while-classandafter-class.ThedesignandarrangementoftheGLPshouldbebeneficialtothestudents’learningprocessservingtheirguided-learning,guided-thinkingandguided-practicing.2.1.3PreviousresearchesonGuidedLearningPlanabroadandathome2.1.3.1TherelatedresearchesonGuidedLearningPlanabroad.Sincethelastcentury,quantitiesofteachingmodelsabroadappeared,oneofwhichwastheoriginalofthepresentGLP.It’sJeromeSeymourBruner’sdiscoverylearningmodelthatexploredthatthelearningmaterialsandteachersfunctionstoleadthelearnerstoobtainknowledgebythemselvesthroughsomeactivitieswhichinspirestudentstodiscoverandthinkindependently.Hestressedthattheroleoftheteachershouldnotbetoteachinformationbyrotelearning,butinsteadtofacilitatethelearningprocess.Thismeansthatagoodteachershoulddesignlessonsthathelpstudentdiscovertherelationshipbetweenbitsofinformation.Todothat,ateachermustgivestudentstheinformationtheyneed,butwithoutorganizingitforthemandmustleavesomethingforthemtodiscover,andtoexplore.Thatwaycanmakelearninginterestingandsatisfactory.In1950,MartinWagenschein,aGermaneducatorraisedtheearliestmodel-teachingtheory.Hestressedthatthemodelmaterialsinthemodel-teachingapproachismeanttodevelopstudentslearningautonomysimilartothepresentGLP.ThenextpioneerisWolfgangKlafki,fromGermanPhilipps-UniversityMarburg,perfectedtheidealtheoryabovebydevelopingandprogressingthemodel-teachingmethod.2.1.3.2TherelatedresearchesonGuidedLearningPlanathome.8 ChapterTwoLiteratureReviewthAttheendofthe20century,manyChineseeducatorsstartedtoresearchontheGLP.Buttherewasnoobviousachievementaboutit.Untiltherecentseveralyears,theGLPwaspopularandusedinmanyhighschoolssuchasfamousJinhuaNO.1SeniorHighSchoolinZhejiangProvince,PingyiNO.1MiddleSchoolinShandongProvince.Amongthem,TaiCangExperimentalSeniorHighSchoolinJiangsuProvincewasveryfamousandsuccessful,anditevenestablishedaspecialgrouptoresearchontheGLPwhichwasspokenhighlyofbymanyleadersandeducators.Afterthat,theGLPmodelwasacceptedandspreadwidelyinmoreChineseschools.2.2AutonomousLearning(AL)Theautonomouslearninghasbecomeoneofthemostimportanthot-topicsbetweeneducatorsandlinguistsathomeandabroadsincelongago.Itwasdiscussed,debatedstronglyandpaidsomuchattentionthatmuchresearchachievementwasmadeaboutitsuchasthefollowingdefinitions,characteristics,andtherelatedresearchesofitabroadandathome.2.2.1DefinitionsofAutonomousLearningDatingbacktothe1980s,manywesternscholarsbegantoresearchonautonomouslearning.However,thereisnouniformdefinitionofautonomouslearningyet.HenriHolecdescribedthatautonomouslearningisactuallyanabilitytotakeresponsibilityforone’sownlearningandmanagethelearningprocess(Holec,H1981).Itmeansthattheconditionofanautonomouslearneristhefollowing:Firsthecansetuplearninggoals;Second,hecandesignlearningplans;Thirdly,hecanselectlearningcontentsandmethods;Fourthly,hecanarrangelearningschedule;Fifth,hecanmanagetheprocessandeffectsofthelearning.P.R.Pintrich,professorofMichiganUniversity,describedautonomouslearningas“anative,constructiveprocesswherelearnerssetgoalsfortheirlearningandthenattempttomonitor,regulate,andcontroltheircognition,motivation,andbehavior.Atthesametime,autonomouslearningisguidedandconstrainedbytheirgoalsandthecontextualfeaturesintheenvironment”.(Pintrich,P.R2003)Little(1995)definedthattheautonomouslearningisthepsychologicalrelationsbetweenlearnersandthelearningcontentsandprocess.Littlewood(1996)heldtheopinionthatautonomouslearningisthewillingnessandabilitytomakechoicesindependently.Willingnessisthemotivationandconfidenceforone’slearning.Thiskindofability9 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________dependsonthepossessingknowledgeandthenecessaryskills.Ifapersondoeswellinautonomouslearning,heshouldpossessallthefourcomponent,whichinter-dependoneachotherandhenceneedtocooperatewellsincethefourcomponentsarecloselylinkedwitheachother.InChina,researchonautonomouslearningcandatefromthe1990s.Therelativeachievementswerethefollowing.ChengXiaotang(1999)statesthemeaningofautonomouslearningfromthreeaspects.Firstly,heexplainedtheautonomouslearningfromboththeabilityanddominantlearningmechanism.Theabilityreferstoguidingoneselfindividually,adjustingandcontrollingtheirownlearningbehaviors,whereasthedominantlearningmechanismismadeupofability,attitude,methodstrategiesandotherfactors.Secondly,autonomouslearningmeansthatlearnershavetherighttochooselearningtime,content,methodandsoon.Thirdly,autonomouslearningisalearningpatterncarriedoutundertheguidanceofschooleducationalaim,teachers,andtheactualsituation.PangWeiguo(2005)describedtheautonomouslearningintermsoflearningattitude,time,learningmaterials,learningprocess,learningsituations,andlearningstrategy.Whenthelearnerscanmanageandmonitortheaboveaspectsconsciously,theirlearningisautonomous.Alsowhentheycansettheirpropergoals,maketheirlearningplans,manageandchoosethedirectionofadvanceinthelearningprocess,whichiscalledAL.FromtheabovedefinitionsonAL,theircommonopinionisthatwhenlearnersvolunteertosetuplearninggoals,chooseproperstrategiesandregulatelearningprocess.2.2.2CharacteristicsofAutonomousLearnersThefollowingarecharacteristicsofautonomouslearnersconcludedbyScottG.ParisandLindaR.Ayres(1994).First,autonomouslearnersmakefulluseofthelearningresourcesandsetthechallengeableaims,andperformtheirpotentialtorealizethem.Secondly,autonomouslearnerscanselectproperlearningstrategy,makeeffortsandwellworkwithothersduringthelearning.Thirdly,theycancreativelylearnandthink,theycancontrolthelearningprocessaswellasberesponsibleandself-confident.TheabovecharacteristicsofALindicatedthatteachersmusttrytheirbesttoencourageandinspirestudentstoself-managetheirlearningtodeveloplearners’abilityofAL.2.2.3ComponentsofAutonomousLearningALability,likeanyothercapacity,canbeacquiredandgrowwithpracticeTodevelopALability,learnersneedopportunitiestotakeresponsibilityofperformingthelearningsuccessfullyonthebasisofthe10 ChapterTwoLiteratureReviewformerknowledgeandskills.AstothecomponentsofALability,thereisonemoredimensionwhichhasalsobeenstressedinrecentlanguageacquisition(Allwright,1990;Kohohen,1992;Little,1995).TheALabilityistheabilitytofunctioneffectivelyasateacherandguideaswellasalearner.TheALabilityincludestheresponsibilityforone’sownconductinthecertainlearningcontext:beingabletosolveconflictsinconstructiveways.SotheALabilityreferstothefactthatamongthestrategiesandactivitiesassociatedwithincreasingmetacognitiveawarenessandlearningmanagement.PhilBenson(2001)claimsthatadecentdescriptionofALabilityinlanguagelearningshouldatleastconsiderthevalueoffourlevelsatwhichlearnercontrolmaybeimplemented.Theyarelearningmanagement,learningcontent,cognitiveprocessandotherindividualfactor.(SeeDiagram1below)LearningmanagementLearningbehaviour(habit,motivation)controlCognitiveprocessAutonomousLearningcontentpsychologylearningcontrollearningabilityincontrolLearningsituations(attitude,interest)languagelearning(plan,goal)controlotherindividualfactorsLearningmethod(skills,strategy)Diagram2－1:ComponentsofautonomouslearningabilityItisapparentthatthefourlevelsofcontrolarenotindependentbecauseaneffectivelearningmanagementdependsonthecontrolofcognitiveprocessesinvolvedinlearningandthecontrolofcognitiveprocesseshasconsequencesfortheself-managementoflearninginreturn.AlsoALabilityimpliesthatthe11 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________learningmanagementmustbeassociatedwiththecontentoflearning,andbothofthemofteninteract.Inthesameway,otherindividualfactorssuchasthelearner’formerknowledgeandskills,areassociatedwiththelearningmanagementandthecontrolofcognitiveprocessesandbothofthemalsoofteninteract.Actually,thesefourlevelsofcontrolillustrateindetailthemanagementskillsraisedbyBroady&Kenning(1996).Abouttheabove,theauthorofthispaperwilladoptfourmaincomponentsoflearnerALability:learningattitudeandinterest;learningplanandgoal;learninghabitandmotivation;learningstrategyinthisstudytoseewhetherstudents’ALhaspromotedinthefollowingexperiment.2.2.4PreviousresearchesonAutonomousLearningabroadandathome.2.2.4.1TherelatedresearchesonALathomeWiththedeepeningoftheeducationalreform,theChinesescholarsandresearchersintheeducationalfieldhavestudiedonALsystematicallyandpractically.PangWeiguo"s"Self-regulatedLearning:PrinciplesandEducationalApplications”(2003:21)wasthefirstfamousandsystematicalworksaboutAL,whichbringsin3relatedmeasurestandardsaboutAL,thatis,"asurveyofAL","psychologicalbasisofAL","educationaldirectionsandevaluationsofAL".Histheoryshowsthatifstudents"learningmotivationisself-driven,learningcontentisself-identified,learningstrategiesareself-regulated,learningtimeisself-plannedandself-managed.Thatistosay,studentscanactivelycreatelearning-benefitedphysicalandsocialconditions,andalsotheycanself-evaluatetheconsequencesoflearning,whichcanbetotallyAL.Also,hestatedthatautonomouslearnerscanbeindependenttodecidethelearningaims,makethelearningplans,prepareforthelearningbeforelearningactivities.Duringthelearningactivities,theycanbeself-examining,self-concluding,self-evaluatingandself-correcting.Anothereducator,ZhengYuqiong(2002:21)saidthattobeALornotmainlyremainstobeseentheattitudesandcapacitiesoflearnersandtheircontrolofthewholelearningprocess.Thestandardofautonomouslearnersissupposedtohavethreesectionslikelearners"attitudes,cognitiveknowledgeandlearningstrategies.Untilnow,thedomesticstudiesmainlyfocusonintroducingtheforeigntheoriesaboutAL,andfewresearchespayattentiontothepracticalsituation.WangDuqin(2004:23),XuJinfen(2004)andsomefront-lineteachersbegantoexploretheteachingmodeltocultivateanddevelopAL.TheagreedperspectiveabouttheAListhat"beabletolearn","bereadytolearn","bewillingtolearn","bepersistenttolearn".WeiShusheng"Six-stepTeachingApproach",QianMenglong"s"GuidedTeachingMethod"bothembody12 ChapterTwoLiteratureReviewthepurposeofdevelopingAL.2.2.4.2TherelatedresearchesonALabroad.SincetheALwasintroducedintoChineseEnglishteaching,thedefinitionsofAl,havenotbeendeterminedintothesameversionbecauseofeducatorsandresearchers"differentattitudesandviewstowardsALindifferentmethods.TheideaaboutALdatesbacktothe1950s.It’swell-knownthatHolec(1981)wasthefirsttoresearchonAL.HepointedoutthatALisanabilitytotaketheresponsibilityofself-learningbymanagingthelearningprocesssuchaslearningaims,learningtimeandmethod,strategyandeffects.ThistheorycontributesmuchtofollowingresearchonAL.Accordingtotheabove,agreatautonomouslearnershouldhavethecapacitytotaketheresponsibilityforthewholelearningprocessindependently.ThenDickson(1987)stressedthatALislearners’capacityofusingalearningmodeltoachieveindependentlearning,forexample,thelearnercandecidehislearningtimeandhisattitudeaswellasstrategy.Little(1990)defined"Autonomy"asanabilitytomakedecisionsandproperlyperformthetaskindependently.Itmeansthataqualifiedautonomouslearnercanbeindependentinplanning,monitoringandevaluatinghisself-learningorcooperatingwiththeothers.Inthe1990s,Zimmerman(1994)summarizedtheformalresearchandholdshisopinionthatwhetherthelearningisALornotmostlydependsonwhetherthelearnersareplanningortrainedtobeautomation,whetherthelearningmotivationisinternalorself-driven,whetherthelearnercanrealizetheachievementsandmonitorthewholeprocessindependentlyornot.Wenden(1995)statedthatthegoodlearnershaveagoodcommandofhowtolearnitwell.Asuccessfulautonomouslearnercanalwaysusehislearningstrategyandhisformerknowledgefeasibly,confidently,independentlyandproperly.WhendefiningtheAL,HolecandLittlearebothstressedthenatureofAL.Buttheyignoredthatthelearnershouldvolunteertolearnanddecidewhatshouldbelearnedandhowtolearneffectivelybyhimself.AccordingtotheaboveforeignanddomesticstudiesaboutAL,asuccessfulandexperiencedautonomouslearnerhimselfshouldmakethelearningobjectivesandlearningplans,activelychooseandregulatethelearningstrategies;Heshouldself-monitorandregulateproperlythelearningprocess;He13 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________shouldhaveastrongerwillpowertoovercomedifficultiesandtheinner-drivenlearningmotivation;Heshouldconductthebehaviorofself-examiningandself-evaluatingtheconsequencesoflearning.2.3RelationshipbetweenGLPandALFanZengmin(2003)pointedoutthattheGLPisthebasisonwhichthestudentscanexploreandcreatetheirownALguidedbytheteachers.Duringthisprocess,thelearners"learningstylecanbedevelopedgradually.TheGLPactuallyincludestwopartswhicharetheguidanceoftheteacher"sdesignandtheexplorationofthestudents"self-performance.WhentheGLPisusedintheteaching,theteacheristryingtotransfertheresponsibilityoflearningunconsciouslytothestudentsthemselvesstepbystep.Infact,forthecurrentsituationofChinesestudents"learning,theALhasbegunfromtheteachers"directionandtheGLP’sguidanceandhasendedwithstudents"self-awarenessofactivelearning,duringwhichtheteachingmodelwithGLPalsodevelopsandimproves.Thatistosay,students’AListheaim,andtheGLPisoneofeffectiveapproachestoachievethegoal.TheGLPisaimedtoturnthetraditional"Duck-stuffing"teachingintostudent-focusedinstruction.Generallyspeaking,inordertodevelopthestudents"autonomouslearning,theGLPactsasabridgetoconnectstudentsandteachersbyprovidingthelearnerswithmoredetailedlearningplanofautonomysuchaslearningdirectionsandmaterials,self-learningtime,strategies,methods.TheGLPemphasizesthatthelearnershoulddependontheirowninnermotivationandlearnindependently.ThusitcanbeseenthattheGLPisthelearningplanwhichtheteacherdesignsaccordingtoanalysisofthestudents"learningstylesandthelearningmaterialstodevelopstudents"AL.Thatistosay,theapplicationoftheGLPistheprocessofthedevelopmentofAL.Therefore,theGLPcancultivatethestudents"ALabilityanddevelopingALabilitycanbeassistedbytheapplicationofGLP.14 ChapterThreeTheoreticalFrameworkChapterThreeTheoreticalFramework3.1ConstructivelearningtheoryThefamousSwisspsychologist,Piagetistherepresentativefigureoftheconstructivismschool.Piagetarguedthatknowledgeisconstructedasthelearnerstrivestoorganizehisorherexperiencesintermsofpre-existingmentalstructuresorschemes.AccordingtotheConstructivism,studentsgraduallyconstructtheknowledgeabouttheouterworldthroughtheprocessofinteractionwiththesurroundingswhichwillmakes"assimilation"and"accommodation"sotheirself-cognitiveconstructioncanbedeveloped.Ifanindividualconstructsthenewknowledgeonthebasisofthepriorexperience,theindividualwillbethecentreintheconstruction.Constructivelearningtheoryholdstheviewthatthelearningisaprocessinwhichthelearnersconstructknowledgeintheirownwaywiththehelpofthepre-existingknowledgeinsteadofdirectlyacceptingknowledgefromtheteacher.Duringthisprocess,thelearnersacquireknowledgebysensoryconstructionhelpedbytheteacherandclassmatesusingnecessarysupportingmaterial.Theconstructivelearningtheoryfocusesontheactivelearningandexploring,andrequiresthattheteachershouldguideandhelpthestudentstoconstructthenewknowledgebasedontheirpriorknowledgeaswell.Furthermore,thistheorysuggestedthatautonomouslearningshouldbenotonlyaneffectivemethodofstudents"cognitivedevelopment,butalsoawaytoconstructknowledge.IntheteachingmodelofusingtheGLP,thestudentsareallactiveconstructorsinthetextbook"sknowledgeconcept.TheGLPisaneffectivetoolinstudents"constructingknowledgesystem.Sotheteacherplaystheroleofstudents"directorandpromoterofstudents"activelyconstructingthenewknowledge.3.2HumanistictheoryRogersexaminedtheholisticdevelopmentofthepersonality.Thecoreofthehumanistictheoryisthatthelearneristhecenteroftheeducationandtheteachingisforthelearning.Rogersalsobelievedthatwhatweteachisthepersonwhohasindependentpersonalitiesandtheyaretheindividualswhohavesubjectiveinitiativeandself-learningpotential.Theterm"person"wasfavoredwhenRogersreferredtoone"smentalcapacities,one"sphenomenalfieldofexperience,one"sself-conceptandone"sself-ideal.Thisisnottoimplythatthepersonexistsinisolationfromtheworldwithothers.Increasingautonomyistheimportanceofdevelopingpersonality.15 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________Therefore,theenlightenmentoninstructionwiththeGLPfromthehumanistictheoryisthatthewholeeducationalprocessshouldfocusonthestudentsandtheteacherisjustadirectorinsteadofadominator.Thelearningprocessshouldnotonlyinvolvedevelopingindividual"spotential,butalsoperfectingtheirpersonalities.Fromthispointofview,thehumanistictheoryalsoaimsatcultivatingstudents"sautonomouslearning.DuringtheteachingwiththeGLP,theteachershouldtrustthestudentswiththeGLPandbelievethattheycandowhatwillbedone.SotheGLPshouldbecometheimportantpartinthelearningprocessofstudents"self-constructing.3.3ZoneofproximatedevelopmentAsisknown,betweentheactualdevelopmentlevelandthelevelofpotentialdevelopmentisarealdistancecalledthezoneofproximatedevelopment(Vygotsky,1978).Vygotsky(1978)hasshownthatlearningisbasedonchildren"sformalknowledgeandexperienceandimprovesthroughtheinteraction.Vygotskysaidthatchildrencanlearnthecommunicationlanguagefromothersandenrichtheirself-guidedinter-languagebycooperatingwithotherexperiencedpartners.Itmeansthatcooperativelearningandgroup-workisawaytobuildtheirautonomouslearningability.AclassroomwiththeGLPisalwaysstudents-centered,whichmakesthebestofstudents"zoneofproximatedevelopment(ZPD)andallowsstudentstodeveloptheirownabilitiesandimprovethemselves.Accordingtotheaboveaboutthezoneofproximatedevelopment(ZPD),sotheteachershouldmakeeffortstobalancedirectingthestudentsandpushingtheminordertoaccomplishstudents’thinkingindependentlyandlearningautonomously.It’sbetterfortheteacherstoactasascaffold,givingthenecessaryandproperguidancetostudents.3.4.ThePrinciplesofDesigningtheguidedlearningplan(GLP).AfterstudyingtherelateddomesticandforeignresearchesonAutonomousLearningandGLP,thefollowingprinciplesofGLPwasconcludedandlisted.3.4.1Students-centeredClassroomThereisagreatdifferencebetweenteachers-centeredclassroomandstudents-centeredone,Students-centerclassroommeansthatteacherspaymoreattentiontothestudents’developmentinthewholeprocessoftheteachingandlearning.Sothetraditionalteachingmodel,teacher-centeredteachingshouldbetransformedtostudents-centeredteachinginourEnglishteaching.SothedesigneroftheGLPmustensurethatalltheactivitiesintheGLPshouldobeytheprincipleofstudents’centerness.16 ChapterThreeTheoreticalFramework3.4.2DevelopmentDuringtheprocessofteaching,teachersshouldfocusonthedevelopmentofstudents"knowledge,abilityandmentality,whichcanhelpstudentspromoteandsucceedforever.Developmentisalastingandlifelongtask,soteachersshouldhavethistheoryintheirmindandapplyitintheteaching.Itmeansthatteachersshouldpayattentionnotonlytotheknowledgeacquisition,buttotheircharacter,abilityandsoon,neverignoringthebasisoftheeducation.Allinall,developmentisanimportantprincipleforteachingandlearning.SowhendesigningtheGLP,teachersshouldhavetheprincipleofdevelopmentintheirmind.3.4.3CreativityCreativeteachinghasnotonlyimprovedthemotivationofstudents"learningbutexploitedtheirinitiativetothefull,thusexcavatingtheircreativepotentials.Thatcalledoneducatorsandteacherstomakeeffortstoachievesomecreativityintheirjob,suchaschangingtheroutineworkintoachallenge.Ifteacherstriedtomakesomethingnewandcreative,it’snotlongbeforethestudentsbecomemorecreativeundertheinfluenceofthem.Besides,it’swellknownthateverystudenthashis/herpotentialabilities.Onlyifteachersmakeeffortstomaketheteachingaprocessofcreating,canstudents’creativitybebuiltuplittlebylittleafteractivatingtheirpotential.SotheGLPshouldobeytheprincipleofcreativity.3.4.4DirectionTeachersshouldguideandleadthestudentsintheteachingbecausestudentslacktheanalyzingabilityandlearningstrategies.Inaddition,teachershadbettertogivethestudentsguidanceordirectioninsteadoftheanswers.Onlyinthisway,canstudentsbelessblindnessandseldomgowrong,whichalsoisgoodtostudents’enthusiasminlearningsomethingnew.Insuchways,learningstrategiestraining,languageknowledgeaswellaslanguageskillslearningcanbegraduallyacquiredanddevelopedintheteachingprocesswiththeirguidanceanddirection.3.4.5ActivitiesProperactivitiesprovideastagetopresentandpromotethepositivepersonalrelationships.Intheactivities,studentsandtheteachersplaytheirownroleandformdifferentrelationships.Theserelationshipsaregoodtomaketheordinarycontentlovelyandinterestingandcreatetheatmosphereofsupportingtheindividualinhiseffortstolearn.Group-workisoneofthemostcommonactivities.Alsoteacherscandesignsomerole-play,class-debate,group-discussionandinterviewandsoon.17 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________3.4.6EqualityEqualitymeansthatjustasstudentsshouldrespectteachers,theteachersshouldrespecteverystudentandneverhurtordiscriminateanyone.Thedutyofteachersistoencourageandinspirethemtostudypositively.Equalityisthefirstrequirementforaqualifiedteacher.Besidesteachersshouldbelieveintheirstudentsandfocusontheirself-esteemandself-confidence.Eveniftheymakemanymistakes,teachersshouldn"thurttheirself-esteemintheprocessofteaching.Equalityisimportanttodevelopagoodrelationshipbetweenteachersandstudentsandguaranteewhethertheteachingcangosmooth3.4.7ExplorationProperproblem-solvingactivitiescansurelystimulatestudents’criticalthinkingandexploringspirit,socollaborativediscussionandexploringhavemanybenefitsforstudentsandteachers.Ononehand,teachersnotonlyhavemoreinteractionwithstudents,butexploretheirpotential.Ontheotherhand,thestudentsburiedinsolving-problemnotonlyacquiremuchknowledgebutalsobuildtheirconfidenceandexploretheirowntalents.SodesigningtheGLPshouldfocusonstudents’exploringspirit.18 ChapterFourResearchMethodologyChapterFourResearchMethodologyThischapterpresentsthemethodologyoftheresearchbyintroducingtheresearchquestionsandsubjects,instruments,researchproceduresanddatacollection.Thedetailsarethefollowing.4.1ResearchQuestionsQ1.Canusingtheguided-learningplanmodelpromoteseniorschoolstudents’autonomouslearningability?Q2.Canusingtheguided-learningplanmodelimprovestudents’Englishgrammarlearninginseniorschool?4.2SubjectsThesubjectsparticipatingintheexperimentcamefromtwoclassesingrade2whoweretaughtbytheauthorinFengHuoSeniorSchoolinthecityofBaoji.ThereasonwhySeniorTwostudentswerechosentobethesubjectsisthattheyareappropriatestudentswithanaveragelevelineachclass,whichmakesiteffectivetoadopttheGLP.Secondly,nowthatstudentsingradetwoarenewlydividedintonewclassesforartandscience,theauthorisnotfamiliarwiththemandthismakesitobjectivefortheauthortocontrasttheresults.Lastly,theyaretaughtbytheauthorandthereforeitisconvenienttocollectdataintheprocessoftheexperiment.Thereare90subjectsfromtwoclasseswhomtheauthortaughtEnglish.Theiragerangedfrom15to17.Theyallhadatleast4yearsofexperienceofEnglishlearning.Oneclassactedasthecontrolclasswhiletheotherclassactedastheexperimentalclass.4.3InstrumentsInordertoevaluatethesituationofthestudents,theauthoradoptedinstrumentsintheresearchexperiment.Theywerequestionnairesandpre-test(thefirstmonthlyexamination)andpost-tests(finalexamination)andafollow-upinterview.4.3.1QuestionnairesIntheexperiment,aquestionnaireisusedtwicetoinvestigatethecurrentsituationofthestudents"ALability.ItiswritteninChinesetoavoidanymisunderstandingbythesubjectsandself-designedbasedonthePangWeiguo"s"QuestionnairesforLearningAutonomy"(2003)andZhouZhizhong"s"QuestionnairesforAutonomousLearningofEnglishinSeniorSchool"(2004).Thequestionnairesaredistributedamong45studentsfromeachofthetwoclassesinSeniorTwowhomthepresentauthortaughtEnglish,and9019 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________questionnairesareallvalid.Thequestionnairehastwentyitemsinall.Itismainlydesignedtoinvestigatethepresentsituationofthestudents"ALbeforeandaftertheexperiment.Thestudentscanchoosetheirownanswersonafive-pointscalefrom“Thisstatementiscompletelyoralmosttrueofme，(5scores)”to“Thisstatementisneveroralmostnevertrueofme,(1score)”AllthechoiceinthequestionnaireisfromA=,1B=2,C=3.D=4,E=5.Briefdescriptionsofthequestionnaires(SeeAppendixB）arethefollowing.Table4-1BriefdescriptionsofthequestionnairesQuestionairescontentItems1—4students’LearningAttitudeandInterestItems7—12Students’habitandSelf-motivationItems13—20Students’LearningStrategies4.3.2twotestsongrammarfromthefirstmonthlyexamandfinal-exam.Twogrammartestsexcerptedfromthreecertainpartsinexam-paperwereappliedtotheexperimentasaninstrumenttoseewhethersubjects’grammarlearningresultshadimproved.Thereisapre-testfromthefirstmonthly-exambeforetheexperimentandapost-testfromthefinal-examattheendoftheexperiment.Thepaperofgrammartestsonlycontain3sectionincluding15chosenquestionsandacorrectionpassageandtwogrammar-fillingpassages.Theauthorgavedifferentscoresfortheseexercisesexcerptedfromtheschoolexam-paperandthefullscoresofthepaperaresetto100inbothofthegrammartests.4.3.3Interview.BasedonthecomponentsoflearnerautonomyandtheGLP,fourinterviewquestionsarecarefullydesigned(SeeAppendixD).Thentwentyintervieweesarechosenrandomlyaccordingthestudentnumbersfromexperimentalclasstogetthedetailedinformationaboutlearners’autonomy.Theauthorencouragesalltheintervieweestotalkfreelytoexpresstheirauthenticthoughtsandfeelingsaboutautonomouslearning(AL)andtheguidedlearningplan(GLP).Theinterviewlastsapproximatelytwentytothirtyminutesandtheinterviewees’feelingsandopinionsareallrecorded.4.4Researchprocedures.Thetimetableofthearrangementfortheexperimentresearchwasmadeaheadoftheexperiment.Itislistedasfollows.20 ChapterFourResearchMethodologyTable4-2ThetimetableofthearrangementtheexperimentresearchStepsArrangementsforActivityTime1Pre-questionnairestoinvestigatelearners’autonomousability1stweek2Pre-testscoresweretakenfromthefirst-monthlyexam3TeachingusingelaborateGLPingrammarlessons2nd--19thweek4Post-Questionnairesandfollow-upinterview19thweek5Post-testscoresweregotfromthefinalexam20thweek4.4.1Pre-testsThisstagewascarriedoutinthefirstweekofthesecondtermin2016bygivingoutpre-questionnaires(seeAppendixC)andpre-tests(seeAppendixE)ongrammartoinvestigatelearners’autonomousabilityandtheleveloftheirgrammarsituation.Aftercollectingthedataandresultofpre-questionairesandpre-tests,theresearcheranalyzetheminordertomakethefollowingexperimentandtheresearchcarriedonperfectly.4.4.2TeachingproceduresofusingtheGLPingrammarlessonsStepI.GLPforpreview：Attention:TheteacherhandsouttheGLPtothestudentsbeforethenewlesson,asksthestudentstoprepareforitaheadiftime,andtrainsthemhowtopreparealessonthroughGLP.1.Choosetheproperandimportantgrammarwhichappearedinthereadingpassage.2.Gooverthetextandfindoutmoresentenceswiththegrammarinthereading.3.Refertothegivenreference-bookorsurftheInternettotrytofindouttheusefulstructureofthegrammar.StepII.GLPforexploration:Attention:Theteacherencouragedstudentstopresentandperform.I.Presentation.1.Presentthesentencesthattheyfoundoutwiththegrammar.2.Ashortintroductiontothegrammartopic.II.discussion.1.discoverthestructure,characteristicofthegrammar.2.Constructandtrainthestrategies.21 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar‐learningResults________III.furtherexploringTaskl:(practicinganddiscussing)1.Askstudentstodosomegrammarexercisescarefullyandtrytousethegrammar.2.Haveadiscussioningroupsoffourorfiveabouttheanswersandthereasonsforeachanswer.Task2:(classpresentation)1.Checktheanswersandsharetheirreasons.2.Fillintheblankswithcorrectcontentaccordingtothepractice.Task3:(detailedsummary)1.Summarizetherulesofthegrammar.2.Emphasizetheimportantpointsonthegrammarbysomecorrectionquestions.3.Explainandpracticemoreonthedifficultiesofthegrammar.4.Usethegrammartofinishthepassagethroughfillingintheblanks.Task4:(Consolidation)1.Performtherole-playtousethegrammarinvividsituation.2.Givecommentsonstudents’performanceaccordingtowhattheydid.Task5:Furtherthinking1.Haveacreativepracticebyapplyingthegrammarinwriting.2.Commentsandmoralityeducation.StepIII.GLPforpractice1.Finishthepassagebyfillingintheblankswithcorrectwordsinbracketsaccordingtothegrammarrules.2.Multiplechoicesforgrammar-using.3.Translateashortpassagebyusingthegrammarinthewriting.4.4.3Post-testsAfteraterm’implementationofthegrammar,inthelastbutoneweekoftheterm,theauthorhandedoutthepost-questionnairesandmakeaninterview.Thenafterthefinal-exam,theauthorcollectedallthepapersofthetwoclassesandgotthescoresofthepost–testsongrammar.22 ChapterFourResearchMethodology4.5DatacollectionandanalysisInthissection,dataandresultsofquestionnaires,interviewsandgrammartestshasbeencollectedandbeenputintocomputers.Thedataanddiscussionwasorganizedandpresentedintheclueoftworesearchquestions.Theauthorappliedtwogrammarteststotheexperiment:pre-testatthebeginningoftheexperimentandpost-testattheendofit.Theaimofpre-testwastofindoutiftherewasanysignificantdistinctionbetweentheexperimentclassandcontrolclass.Namely,whentheP-valueisbiggerthan0.05,itisnobigdifferencebetweentwoclassesinPre-test.Inotherwords,subjectsintwoclassesareinthesamestateofperformanceonthetestbeforeexperiment.WhentheP-valueisnotbiggerthan0.05,thedifferenceissignificant,whichmeanstherearebigdifferenceandarenotinthesamelevel.Inthesameway,post-testwasusedtoseewhethertheGLPwasmoreeffectivetoimprovestudents’learningachievementthantraditionalteaching.Inordertogetthereliabledata,bothofthetwotestsweredesignedinthesameformandlevel.Inadditiontothequantitativetool,anotherqualitativetoolwasalsoemployed.AllthedataandresultsfromtheempiricalstudywereanalyzedbymeansofSPSS13.0(statisticalpackageforthesocialsciences,13.0versions)totestifythattheGLPhasimprovedstudents’learningresultsongrammar.Thequestionnairewasusedtwiceaspre-questionnaireandpost-questionnaire.Thequestionnaireismadeupof20questionswith5multiplechoicesforeach.Aftercollectingallthepapersofquestionnaires,tobesimpleanddirect,theresearcherhascountedthenumberofsubjectschoosingthesamechoiceforeachquestion.Thenthepercentageofsubjectschoosingthesamechoiceforeachquestionwaslistedasfollows.Thepre-questionnaireisusedtoinvestigatethepresentsituationoflearners’autonomousability.Thepost-questionnaireiscollectedtobecomparedwiththepre-questionnairesoastotestifythefirstresearchquestion.23 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultsChapterFiveResultsanddiscussion5.1Resultsfortheimpactsofsubjects’autonomouslearningabilityThefirstresearchquestioncanbetestifiedbytheresultsandanalysisofthequestionnaires.Theresearchercollectedthepaperofthequestionnairesfromboththeexperimentalclassandthecontrolclassandanalyzedthedataasfollows.5.1.1ResultsandAnalysisofthedatafromthepre-questionnairesInthissection,dataofthequestionnaireswerecollected.Detailedanalysiswillbeconductedonthebasisoftwoquestionnairesurveys,and4maincomponentsofALasthefollowing.Beforetheexperiment,90subjectsincluding43boysand47girlsweregiventhepaperofpre-questionnairesandtheyhandedinthepaperssoonafterbeingtrainedandticking.Aboutthepre-questionnaires,thesituationofstudents’EnglishlearningAttitudeandInterestispresentedintable5-1.Table5-1ResultsofSubjects’LearningAttitudeandInterestinPre-questionnaire.ABCDE1.我很喜欢学习英语,在学英语时能觉得快乐。8%16%18%22%36%IlikeEnglishandbelieveIcanlearnEnglishwell.2.因为英语是国际性的一种语言,学好英语对将来的发展有帮助。LearningEnglishwellishelpfultothefutureforitisan8%12%12%28%40%internationallanguage.3.英语是高考必须要考的科目,所以我必须学好英语。WemustlearnEnglishwellforitisarequiredcourseincollege5%9%28%31%27%entranceexamination.4.相信自己能够学习好英语这门课。6%17%22%25%30%IbelieveIcanlearnEnglishwell.(A=stronglydisagree,B=disagree,C=sometimes,D=agree;E=stronglyagree）IntermsoftheirlearningInterest,Itiseasytofindthat58percentofthesubjectsarefondofEnglish,whichundoubtedlyisgoodfortheirEnglishlearningautonomy.Inaddition,8percentpreferstochoose“A=stronglydisagree”,and16percentchose“B=disagree”.Thatistosay,24percentofsubjectsdon’tlikeEnglishandhavenointerestinlearningEnglish.ButwhenitcomestowhytheylikeEnglishitself,68percentofsubjectsstilltakeEnglishasahelpful24 ChapterFiveResultsanddiscussionandusefultoolfortheirfuture.Comparingitem1withitem2,wefindthat40percentofsubjectschoose“E=stronglyagree”whichishigherthanthe36percentwhochoose“E=stronglyagree”inthefirstitem,andmostofthemaregirls.Fromtheabove,itcanbeconcludedthatmorestudentsrealizethatEnglishisimportantbutnotenjoyitastheyexpect.Forthelearningattitude,only27percentofsubjectshaveastrongdesirethattheymuststudyhardatEnglishforitisarequiredcourseincollegeentranceexamination.58percentofthesubjectsadmitthattheyknowthefactthattheymustlearnEnglishwellforitisarequiredcourseincollegeentranceexaminationwhile14percentdidn’tadmitorrealizeit.ThereasonforitwasmainlythattheirattitudeanddesiretolearnEnglishwellisnotsostrongorthattheycan’tkeeponstudyinghardandtheyareallouter-drivenbutnotself-driven.Foritem4,55percentofthesubjectsbelievethattheycanlearnEnglishwellwhile23percentofthesubjectsthinkthattheycannotlearnitwell,forwhichthecommonreasonisthattheyhavenoconfidenceofthemselvesandisshortofthecorrectlearningmethods.What’more,about6percentofsubjectsconfirmthattheyneverhaveanyconfidencetostudyEnglishwell,andtheyareallboys.Table5-2ResultsofSubjects’learningplaninPre-questionnaireABCDE5.我能够自己合理安排学习的吋间和过程，并认真执行。Icanproperlyarrangethetimetableandprocessof14%19%23%25%19%learningandperformtheplancarefully.6.我能够自己排除外界的干扰,并且能够控制自己学习的进度,Icancontroltheprocessoflearningignoringall14%19%28%22%17%thebarrors.(A=stronglydisagree,B=disagree,C=sometimes,D=agree;E=stronglyagree）AbouttheGLPsection,only44percentofsubjectscanproperlyarrangethetimetableandprocessoflearningandperformthemcarefully,aboutwhichtwogendershavenoobviousdifference.About14percentofsubjectscanneverand19%seldomarrangethetimetableorprocessoflearning,letalonecarryouttheplancarefully.Foritem6,39percentofthesubjectscancontroltheprocessoflearningignoringallthebarrorswhile23percentcan’t.Astoitem5and6,theirabilitytosetandcarryoutthelearningplanisnotgood,whichis25 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultsnotgoodfortheirautonomouslearning.Table5-3ResultsofSubjects’learninghabitandSelf-motivationinPre-questionnaireABCDE7.我对自己目前的英语学习效果很满意。Iamsatisfiedwithmy8%12%24%25%31%performanceandresultoflearning.8.在英语学习过程中,我能够自己解决学习中的困难,不怕犯错误.Iamnotafraidtomakemistakesandabletosolvethe8%15%27%23%27%difficultiesbymyself.9.遇到生词等困难,会主动利用词典等工具解决困难。Icanvolunteertomakefulluseofdictionarytosolvethedifficulties15%18%29%20%18%whenmeetingnewwordsorothertroubles.10.我能对一个阶段的英语学习情况独立作出总结。Icanmake10%18%20%30%22%asummaryofmylearningregularlyafteraunitorchapter.11.我相信自己能够掌握老师所教的语言知识和技巧。IbelieveIcanmasterwhattheteachertaughtsuchasskillsorknowledge13%17%33%23%15%points.12.能够借助网络、杂志、电视或广播等学习英语,扩大词汇量。Icanenlargemyvocabularywiththehelpofinternet,TV,16%29%22%20%13%magazinesorbroadcasts.(A=stronglydisagree,B=disagree,C=sometimes,D=agree;E=stronglyagree）Foritem7,56percentofthesubjectsaresatisfiedwiththeirperformanceandresultsofEnglishlearningwhile20percentaren’t.Inthelearningprocessoflearning,halfofthesubjectscansolvetheproblemsandarenotafraidtomakemistakesinEnglish.However,23percentofsubjectsareveryafraidofmakingmistakesinfrontoftheclass.Generallyspeaking,theseteenagersaged15to17aresensitiveandshamefultomakemistakesesp.infrontofothers.AboutEnglishnewwords,only38percentofthesubjectscanvolunteertomakefulluseofdictionarytosolvethedifficultieseverytimemeetingnewwordsorothertroubles.Ontheotherhand,about33percentofthesubjectsshowedthattheyseldomconsultadictionarywhenmeetingnewwords,forwhichthefirstreasonmaybethatfewsubjectshaveortakedictionarieswiththemselves,andtheotherreasonis26 ChapterFiveResultsanddiscussiontheirlowinteresttoEnglishorlaziness.Foritem10,52percentofthesubjectscanmakeasummaryofthelearningregularlyafteraunitorchapterwhile28percentcan’t.Astoitem11,38percentofthesubjectsbelievetheycanmasterwhattheteachertaughtlikeskillsorknowledgepointswhile30percentcan’t.Asforinternet,TVandEnglishmagazines,programs,itisapitythatonly33percentofthesubjectscanusethenewmediasintheirlearningwhile45percentcan’t,forwhichthereasonisthatthelocaleducationalfacilitiesarelimitedandtheawarenessofusingmodernmediaisignoredorlackedbybothteachersandstudents.Table5-4ResultsofSubjects’LearningStrategiesinPre-questionnaireABCDE13.每次学新内容之甜,我都会提前预习,不管老师有没有耍求。Ican19%17%30%20%14%prepareandpreviewthenewlessonswhethertheteacheraskedornot.14.记单词不会死记硬背,而是运用多种适合的方法。Iwillneverbe18%12%15%25%30%stubborninmemorizingwordsbutinvariousandflexibleways15.上课时能自己梳理重难点,有条理、有选择地记笔记。Iwillpay17%18%17%26%22%attentiontothekeysanddifficultiesandtakenoteseffectivelyinclass.16.我会利用各种机会练习英语来提高自身的交际水平。Iwillgrasp5%14%32%30%19%everychancetopracticeEnglishtoimprovemycommunicatingskills.17.每天早自习都会坚持大声朗读课文和知识点。IwillreadEnglish22%35%20%17%6%aloudonthetextorknowledgepointseverymorning.18.学习过程中遇到问题,会先自己独立思考,实在解决不了,再向同学和老师请教。Iwillconsulttheteachersorstudentsafterthinking14%18%18%21%29%againandagainwhenIcan’tsolvethegreattrouble.19.课后我都会将书屮的内容重新进行整合,方便以后复习。After12%13%32%18%16%class,Icanrearrangethenotesandmakeasummaryinordertoreview20.学英语的时候,我都会将现在学的知识与自己已有的联系起来学15%19%20%19%27%习。Iwillassociatethenewknowledgewiththeoldonewhilelearning.(A=stronglydisagree,B=disagree,C=sometimes,D=agree;E=stronglyagree）Table5-4istheresultsofsubjects’learningstrategiesinpre-questionnaire.Foritem13,34percentof27 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultsthesubjectscanprepareandpreviewthenewlessonswithoutteachers’requirementswhile36percenthavedifficultyinit,amongwhom19percentofthemhaveneverlearnbythemselves.Thereasonsforthedifferencearevarious.Forexample,55percentofthesubjectscanmemorizethewordseasilyandflexiblybut30percentalwayshavetroubleinmemorizingsomanyheadachewords.IntheEnglishclass,48%ofthemwillpaymuchattentiontothekeypointsandthedifficultiesandmakesomenecessarynoteswhile35percentcan’ttakenoteseffectively.Theteachershouldemphasizethateverystudentshouldtakenotesonhis/herEnglishnotebookfromthefirstlessonandcheckitregularly.Buttheproblemofthenotebookisthatthesubjectsmayjustcopy,seldomrearrangeorgooveritafterclass.Foritem16,17,49percentofsubjectscouldgraspeverychancetopracticeEnglishandimprovetheircommunicatingskillswhile19percentneverorseldomimprovetheircommunicatingskills,whichisworsetotheirlearningingroupdiscussion.Also,only23percentofthesubjectscanreadEnglishaloudeverymorning,whichismuchlowerthan57percentwhocan’t.ThatreflectsthebadlearninghabitsoflearningEnglish.However,dealingwiththelearningproblems,50percentofsubjectswillaskteachersorstudentsforhelpafterthinkingthemagainandagainbut32percentwillnot.Initem19,itisnothardtofindthat34percentofsubjectscanrearrangethenotesandmakeasummaryinordertoreviewbut25percentareunabletomakesummariesafterclass,whichissobadforsubjects’autonomouslearning.Andforitem20,asmanyas34percentofboyscan’tconnectthenewknowledgewiththenew.Ontheotherhand,46percentcansetupagoodconnectionbetweenthenewandtheoldknowledge.Accordingtotheanalysisabove,theresearchshouldpaymoreattentiontothefollowing3focusestoimprovesubjects’autonomouslearningduringtheexperiment.First,theGLPshouldpresentasystematicandall-roundlearningblueprintwithpracticaldetailstoattractstudentsandleadstudentstofollowitonebyone.TheseareimportantforsubjectstogetintothegoodhabitsanddevelopautonomouslearningwhichteachersshouldfocusonwhenusingtheGLP.Ifdoingthat,subjectswillformthehabitofautonomouslearninginthepracticelittlebylittle.Secondly,teachersshoulddesignmoreproperactivities,suchasword-guessing,group-discussion,role-playorclass-debate,whichcanhelpstudentscooperatewithothers.Learninginplayingandplayinginlearningisagoodtheorycateredtothenatureofallthechildren,allthestudents.28 ChapterFiveResultsanddiscussion5.1.2ResultsandAnalysisofthedatafromthepost-questionnaireInthissection,45questionnaireswashandedoutandcollected.Thefollowingwilldiscussandanalyzethedatafromthepost-questionnaire.Table5-5ResultsofLearningAttitudeandInterestinPost-questionnaireItemABCDE1.我很喜欢学习英语,在学英语时能觉得快乐。IlikeEnglishand1%7%16%24%52%havethedelightoflearningit.2.因为英语是国际性的一种语言,学好英语对将来的发展有帮助。LearningEnglishwellishelpfultothefutureforitisan0%0%8%37%55%internationallanguage.3.英语是高考必须要考的科目,所以我必须学好英语。WemustlearnEnglishwellforitisaarequiredcourseincollegeentrance0%5%30%33%32%examination4.相信自己能够学习好英语这门课。0%0%20%29%51%IbelieveIcanlearnEnglishwell(A=stronglydisagree,B=disagree,C=sometimes,D=agree;E=stronglyagree）Table5-5concernstheresultsofsubjects’learningattitudeandinterestinthepost-questionnaire.Comparedwiththedatafrompre-questionnaire,table5-5showsclearlythatthesubjects’learningattitudeandinteresthasimprovedalotafterusingtheGLP.Forthesefouritems,thepercentageofstudentswhochose“E=stronglyagree”isrisingdrasticallyforeveryitemandthepercentageofthestudentswhochose“A=stronglydisagree”iszero,andwhochose“B=disagree”isless,whichhasprovedawidedifferencethatthatthelearningattitudeandinteresthasimprovedalotcomparedwiththatinthepre-questionnaire.Thepost-questionnairetendstobealittlebetterthanthepre-questionnaire,butthechangesarenotsobigasexpected.Fromabove,itiseasytofindthattheincreasinginitem2andthatinitem3is5percentwhilethatinitem1and4isover10percent.Foritem1,thepercentwhochose“E=stronglyagree”hasincreasedfrom40﹪to52﹪andthatchoosing“E=stronglyagree”hasrisenfrom40﹪to51﹪initem4.Thatis,thoseabout11percentofstudentsaremoreconfidentoftheirEnglishlearningandenjoythedelightoflearningEnglishafteronesemester’usingtheGLP.Inaword,thesubjects’learningattitudeandinterestin29 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultspost-questionnairehasbecomestrongerthanbefore,whichisbeneficialtotheirautonomouslearningability.Tosumup,comparedwiththedatainpre-questionnaire,thesubjects’learningstatetendstobebetterandbetter.ThesubjectsshowmuchmoreinterestforEnglish-learning,andtheirlearningattitudehasapositivetendency.Table5-6ResultsoftheSubjects’LearningPlaninPost-questionnaireItemABCDE5.我能够自己合理安排学习的吋间和过程，并认真执行。Icanproperlyarrangethetimetableandprocessoflearningand1%2%28%28%41%performtheplancarefully.6.我能够自己排除外界的干扰,并且能够控制自己学习的进度.0%11%22%27%40%Icancontroltheprocessoflearningdespiteallthedifficulties.(A=stronglydisagree,B=disagree,C=sometimes,D=agree;E=stronglyagree）Astoitem5,about69percentofsubjectscanproperlyarrangethetimetableandprocessoflearningandperformtheplancarefullywhileonly44%caninpre-questionnaire.But3percentcan’t,comparedwith33percentinpre-questionnaire.Foritem6,67%ofthesubjectscansolvethedifficultiesandcontroltheprocessoflearningwhile11%can’t.However,therearestill11percentofsubjectscan’tmanagetheirprocessoflearningwhenmeetingsomeproblems.Comparedwithtable5-2,itshowsmoreobviouslythatsubjects’learningplanhasimprovedalotafterimplementationoftheGLPforthereisnostudentschoosing“A=stronglydisagree”andlesschose“B=disagree”inthesetwoitems.Ontheotherhand,moreornearlyhalfsubjectschose“E=stronglyagree”.Forthesetwoitems,thepercentofstudentswhochose“E=stronglyagree”hasrisensharplyfrom19%to41%forItem5,andfrom17%to40%forItem6,whichhasprovedawidedifferencethatthatstudents’learningplanimprovedalotcomparedwiththatinpre-questionnaire.Thesubjects’learningplaninpost-questionnairetendstobemuchbetterthanbeforeandthesechangesaresobigbeyondexpectation.30 ChapterFiveResultsanddiscussionTable5-7ResultsofSubjects’learninghabitandSelf-motivationinPost-questionnaireItemABCDE7.我对自己目前的英语学习效果很满意。Iamsatisfiedwithmy0%5%12%30%53%performanceandresultoflearning.8.在英语学习过程中,我能够自己解决学习中的困难,不怕犯错误.Iamnotafraidtomakemistakesandabletosolvethe4%7%17%26%46%difficultiesbymyself.9.遇到生词等困难,会主动利用词典等工具解决困难。Icanvolunteertomakefulluseofdictionarytosolvethedifficulties9%11%15%25%50%whenmeetingnewwordsorothertroubles.10.我能对一个阶段的英语学习情况独立作出总结。Icanmakea3%13%19%30%35%summaryofmylearningregularlyafteraunitorchapter.11.我相信自己能够掌握老师所教的语言知识和技巧。IbelieveIcanmasterwhattheteachertaughtsuchasskillsorknowledge1%12%22%35%30%points.12.能够借助网络、杂志、电视或广播等学习英语,扩大词汇量。Icanenlargemyvocabularywiththehelpofinternet,TV,12%18%20%20%30%magazinesorbroadcasts.(A=stronglydisagree,B=disagree,C=sometimes,D=agree;E=stronglyagree）Comparedwithtable5-3,thepercentofsubjectswhochose“E=stronglyagree”hasrisensharplywhilethepercentageofthesubjectswhochose“A=stronglydisagree”hasfallenforeachofthesesixitemsaftertheGLP.Itreflectsthatsubjects’self-motivationinpost-questionnairehasimprovedalotcomparedwiththatintable5-3.Item7showsthatthesubjectswhoweresatisfiedwiththeirlearningperformanceandresultsare83%inthepost-questionnairesrisingfrom56%inthepre-questionnaires,andonly5%werelesssatisfiedcomparedwith20%inthepre-questionnaires.Foritem8,72%ofthesubjectscansolvetheproblemsandarenotafraidtomakemistakesinEnglish,comparedto50%inthepre-questionaires.11percentofsubjectsareveryafraidofmakingmistakes,comparedwith23percentinthepre-questionnaire.31 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultsAstoitem9,10,75percentofthesubjectswillsolvedifficultiesbyconsultingthedictionarywhendoingEnglishexercisesafterclass,andabout16percentofthesubjectsadmitthattheystillhardlymakeasummaryaboutthepreviouslearningregularlyafteraunitorchapter.Astoitem11,65percentofsubjectsbelievethattheycanmasterwhattheteachertaughtsuchasskillsorknowledgepoints.50percentcanenlargemyvocabularywiththehelpofinternet,TV,magazinesorbroadcastsinitem12.Table5-8ResultsoftheSubjects’LearningStrategiesinPost-questionnaireItemABCDE13.每次学新内容之甜,我都会提前预习,不管老师有没有耍求。Iwillprepareandpreviewthenewlessonswhethertheteacherasked0%9%21%20%50%ornot.14.记单词不会死记硬背,而是运用多种适合的方法。Iwillneverbestubborninmemorizingwordsbutinvariousandflexible0%2%25%28%45%ways.15.上课时能自己梳理重难点,有条理、有选择地记笔记。Iwillpayattentiontothekeysanddifficultiesandtakenoteseffectively2%8%15%28%53%inclass.16.我会利用各种机会练习英语来提高自身的交际水平。IwillgraspeverychancetopracticeEnglishtoimprovemy1%12%25%26%36%communicatingskills.17.每天早自习都会坚持大声朗读课文和知识点。Iwillread5%18%17%20%40%Englishaloudonthetextorknowledgepointseverymorning.18.学习过程中遇到问题,会先自己独立思考,实在解决不了,再向同学和老师请教。Iwillconsulttheteachersorstudentsafter3%12%15%30%40%thinkingagainandagainwhenIcan’tsolvethegreattrouble.19.课后我都会将书屮的内容重新进行整合,方便以后复习。After0%10%20%40%30%class,Irearrangethenotesandmakeasummaryinordertoreview20.学英语的时候,我都会将现在学的知识与自己已有的联系起来学习。Iwillassociatethenewknowledgewiththeoldonewhile0%11%19%30%40%learning.32 ChapterFiveResultsanddiscussion(A=stronglydisagree,B=disagree,C=sometimes,D=agree;E=stronglyagree）Comparethistablewithtable5-4,it’seasytofindthatmuchmoresubjectschose“E=stronglyagree”whilenearlynoonechose“A=stronglydisagree”andthosechose“B=disagree”isfewerandfewerforeachoftheseeightitemsafterusingtheGLP.Itreflectsthatsubjects’learningstrategiesinpost-questionnairehasimprovedalotcomparedwiththatinthetable5-4.Astoitem13,themostobviouschangeisthatsubjectsareformingagoodhabitofpreviewingthelesson.Forexample,70percentofthesubjectscanprepareandpreviewthenewlessonswhethertheteacheraskedornotandonly9%can’tprepareorreview,comparedwiththefactsthatonly44percentofthesubjectsreviewand26percentseldomdointhetable5-4.Foritem18,thereare15percentofsubjectswhodidn’tturntotheteachersforhelpwhenmeetingtrouble,whichismuchhigherthantheformer12percentinthepre-questionnaire.Accordingtomoretalksandmuchtouchwithsubjects,themainreasonisthattheybegintodependlessontheteachers,andliketoexplorethedifficultiesbythemselves.Foritem14,15,16,17,19,20,moreandmoresubjectsarecultivatinggoodlearninghabits,Forexample,73percentageofthesubjectscanflexiblymemorizewordsinvariousways.70percentofthesubjectscanassociatethenewknowledgewiththeoldonewhilelearning.60percentofthesubjectscanreadEnglishaloudeverymorning.81percentofthesubjectscanmasterthekeysanddifficultiesandtakenotes.62percentofthesubjectscanpracticeEnglishtoimprovetheircommunicatingskills.Allinall,whencontrastingpre-questionnairewithpost-questionnaire,weeasilyfindthatthepercentageofsubjectswhochose“E=stronglyagree”hasincreaseddrasticallywhilethepercentageofthesubjectswhochose“A=stronglydisagree”hasfallenforeachofthese20itemsafterusingtheGLP.Inotherwords,usingtheGLPcontributestothesubjects’Englishlearningautonomyfrom4aspectssuchaslearninginterest,habit,strategyandsoon.5.1.3ResultsandAnalysisoftheInterviewAninterview(seeappendixD)wascarriedoutamong20studentsrandomlyselectedintheECtogetmoreinformationonstudents’opinionsabouttheGLPandtheirsuggestionstoit.Therearefourquestionslistedintheinterview-paperandstudentschosetoanswerthemfreely.Theresearchertriedtocarefullywritedownwhattheyexpressed.ThewholeinterviewwasperformedinChinesetomakeitgosmoothly.Thefollowingaresomeinterviews.33 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultsQuestionOne:Doyouthinkitisbeneficialafterusingtheguidedlearningplan?Whatgreatestbenefithaveyougotfromit?StudentA:Ofcourse,it’sbeneficial.AfterusingtheGLP,Icangetoutofthebadhabitofpassive-learning,begintoformthehabitofpreviewingeffectivelyandsupervisemylearningconsciously.BeforeIseldomhavethehabitofpreviewingthenewlesson.UsingtheGLPgivememuchguidanceandhelp.Ifgoodthingscouldgoonlikethis,myabilityofactivelearningwillbeimprovedgreatly.Iwillbemuchhappier.StudentB:It’sveryuseful.WiththehelpoftheGLP,Imadefriendsinthegroupandlearntocommunicatewithothers.MylifechangedbecauseIalwaystalkwithmyclassmatesinoraftertheclass.wediscussthequestionandsometimeweargueanddebatetoanalyzeandsolvetheproblems.Ihavemorepartnersandmylearningarenotalone.OurEnglishclassismorelivelyandactivethanbeforeusingtheGLP.StudentC:It’sgreat.I’msufferingalotfromEnglishlearning,IstudiedveryveryhardbutImadelessprogress.EnglishissohardthatIamafraidofEnglishexerciseandExams.MyinterestofEnglishwaslowerandlowerandIdon’tknowwhattolearnandhowtolearnit.AfterusingtheGLP,Ibegantoknowhowtostudyandhowtousethelearningstrategy.Myscoresimprovelittlebylittle.What’smore,IwasnotsoupsetaboutEnglishandIalsohavetheconfidencetoconquerEnglish.QuestionTwo:Whatdoyouthinkofthedesignoftheguidedlearningplan?Doyouhaveanygoodadviceonit?StudentsA:Forme,Ican’tagreemorewiththedesignoftheGLP.It’sperfect.IhaveneverhadthehabitofreviewingthelessonafterclasssinceIbegantolearnEnglish.ButtherevisionandexploringsectionsintheGLPattractmesomuchthatIoftenvolunteertoreviewEnglishlessonswithoutbeingaskedorremindedto.MylearningexperienceshowsthattheGLPisoneofthemostbeneficialteachingandlearningapproachthatguidesandhelpsusintheprocessofEnglish-learning.StudentD:Inmyopinion,thedesignoftheGLPisveryusefulandpractical.Itisnotonlyanimportantsupplementofthetextbookinaccordancewiththetextbook,butabridgebetweenthetextandtheexams.TheGLPclearlypresentstheimportantanddifficultknowledgepointsaswellasthelearningaimsandmethodswhichguidemeefficientlyandeffectively.BeforetheapplicationofGLP,Ialwaysgetconfusedaboutthenewknowledgepointsanddon’tknowhowtousethemandhowtodealwiththeexams.34 ChapterFiveResultsanddiscussionTheGLPissodetailedandusefulformanytypicalexercisesfollowtheexplanationofthekeypoints.StudentC:IthinktheGLPistoolong,Idon’tlikeEnglishsomuchalwayshaveaheadacheabouttheEnglish-exercises.TheGLPlistssomuch,Iaminhighstressaboutit.Ifitisnotsolong,IbelieveIwilllikeitlittlebylittle.QuestionThree:Haveyourlearningresultsbepromotedafterusingtheguidedlearningplan?StudentB:Ithinkso.BecauseoftheGLP,thescoresofmymid-examhavebeenincreasedby15pointsduringthesethreemonthscomparedwiththatatthebeginningofthisterm.IfindEnglishisnotsohardasbefore.StudentD:AfterusingtheGLPthisterm,IfoundthatourEnglishclasswasmoreactiveandefficient.Therearemoreinteractiveandcommunicationbetweenstudentsandteachers.WelikeourEnglishteachermorethanbefore.Ourhomeworkwasnotsohardthanbefore.Mostimportantlytheguided-learningplanhashelpedmelearnmuchandimprovedmylearningscores.QuestionFour:Hasyourautonomouslearningabilitysuchaslearninginterest,motivationorhabitsimprovedafterusingtheGLP?StudentsE:Yes,Absolutelymyabilityofautonomouslearninghasimprovedmuch,fortheGLPhasagreateffectonmyabilityofautonomouslearning.MylearninginteresthasincreasedsomuchduringtheperiodofusingtheGLP.NowIhavedevelopedahabitofpreviewingandreviewingthelessoneveryday.What’smore,theGLPhelpsmeimprovemyEnglishcompetenceandcommunicativeskills.StudentD:Yes,Ifoundthattheabilityofmyautonomouslearninghasincreasedobviously,whichsurelyhasmuchtodowiththeGLP.TheGLPhelpsmeunderstandhowtolearnandwhatshouldbelearnedineveryEnglishclass.HonestlyI’mnotveryexcellentorwiseforwhenImetsomedifficultyinEnglish,Iusuallygaveupsolvingthemandtriedtoescapeorignorethem.ButnowmyattitudetowardsthedifficultiesgraduallychangedafterIusedtheGLPforIfoundthatthetasksintheGLParedesignedforstudentsofdifferentlevels,whichabidesbythezoneofproximatedevelopmentandpromptmetolearnEnglishactively.Allthetwentystudentsshowedtheiropinionsonthesefourquestionsfreely.AsforQuestionone,alltheintervieweesexpressedtheirbenefitsfromdifferentaspectsoftheviewliketheirlearningmotivations,learninghabitsandsoon.AstoQuestionTwo,intervieweesexpressedtheirfavorforthedesignoftheGLP.Somehadagoodimpressiononthepreviewpartbecauseit’sclearandeasy.Someintervieweeslikethe35 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultspracticingpartforitisalwaysorganizedbycompetitionsorgroup-discussion.Theothersexpressedtheirbenefitsfromtherevisionpartanddiscussionpart.ForQuestionthree,almostalltheintervieweesexpressedthattheGLPhelpedthemincreasetheirlearningresultsandscores.Asfortheforthquestion,90percentageoftheintervieweesrepeatedlyexpressedthesamefactthattheirautonomouslearningabilitywasimprovedonaccountoftheGLP.Fromthedataortheresultsoftheinterview,it’sclearlyshownthattheintervieweeswelcomedtheGLPasagoodhelper.TheyagreedstronglythattheGLPhadplayedapositiveroleinimprovingboththeirautonomouslearningabilityandlearningresults.Forspaceandtimewassolimitedthattheauthorhadtoonlylisttheaboveinterviewees’answersofthisinterview.ThoseweresomeexcerptsfromtheinterviewandtranslatedfromChineseintoEnglishbytheauthor.5.2Resultsfortheimpactsofsubjects’EnglishgrammarlearninginseniorschoolThesecondresearchquestioncanbetestifiedbytheresultsandanalysisofthegrammartests.InordertoknowwhethertheywereatthesamelevelonEnglishgrammar,90subjectsintheECandCCtookpartinthepretest(seeAppendixE).Attheendoftheexperiment,thesubjectsfromtwoclassestookpartinthepost-test(seeAppendixF)againsoastoseewhetherthescoresofgrammartestsintheEChavebeenimprovedmuchthanthatintheCCafterusingtheGLPmode.Thepre-testandpost-testpapersongrammarwereexcerptedfromthefirstmonthly-examandfinal-examwhicharesupposedtouseconventionalandstandardizedtestingformandhavethesamehardlevelofthecontent.Thefullscoresoftwotestsaresetto100.SPSS13.0wereemployedbytoanalyzethetestresults.Theresultsandanalysisarethefollowing:5.2.1ResultsandAnalysisofthePre-testongrammarTable5-9thesubjects’performanceonthepre-testongrammarClassNMeanStd.DeviationErrorMeanStd.ErrorP-valueStd.MeanDifferenceDifferenceCC4575.489816.450242.45310-0.5558253.48265.865EC4576.045616.590022.47419EC=experimentalclass,CC=controlclassTable5-9showsthestatisticsofpretestontheCCandEC,whichreflectstheinformationandthe36 ChapterFiveResultsanddiscussioncomparisonofsubjects’scoresinpretestongrammarbetweentheCCandEC.Theyare45subjectsrespectively.ThemeanscoresoftheCCandtheECarerespectively75.4898and76.0456,whichshowsobviouslythatthetwoclassesarenearlyatthesamelevelinEnglishgrammarlearning.ThestandarderrormeansoftheCCandtheECareseparately2.45301and2.47419.ThestandarddeviationoftheCCis16.45024andthatoftheECis16.59002.Also,inTable5-9wecanfindthatmeandifferenceis-0.55582butP-valueis0.865＞0.05,sotheCCandEChasnobigdifferenceinpre-test.Thatistosay,thereisnobigdifferencebetweenthesubjectsintheCCandEC.Beforetheexperiment,thestateofsubjectsfromtheCCarethesameasthatfromtheECingrammarachievementandsituation.Theexperimentcouldbecarriedoutasplanned.5.2.2ResultsandAnalysisofthePost-testongrammarTable5-10thesubjects’performanceonthepost-testongrammarClassNMeanStd.DeviationStd.ErrorMeanMeanStd.ErrorP-valueDifferenceDifferenceCC4576.155614.987062.23481-6.155563.05387.047EC4582.311113.943512.08117EC=experimentalclass,CC=controlclassTable5-10presentstheinformationandthecomparisonofthesamesubjects’scoresinpost-testongrammarbetweentheCCandEC.Allthesestatisticsofpost-testcamefrom90studentsintheCCandEC.ThemeanscoresoftheCCandECwasseparately76.1556and82.3111,bothofwhichincreasedafterusingtheGLP.It’sobviouslyshownthattherewasariseof6.2655intheECandariseof0.6658intheCC,respectivelycomparedwith75.4898and76.0456,themeanscoresoftheCCandtheECinthepretest.ClearlytheincreaseinECismuchgreaterthanthatintheCC.Thatistosay,thesubjectsintheECmademuchprogressthanthoseintheCCintheexperiment.ThestandarderrormeansintheCCis2.23481andthatintheECis2.08117.themeandifferenceis-6.15556,andPvalueis0.047＜0.05,whichmeansthattheECandtheCChasbigdifferenceafterusingtheGLP.Ontheotherhand,thestandarddeviationofthetable5-9was16orsoandintable5-10is13orso,whichmeansthestandarddeviationofthetwoclassesissmallerthanthatinthepretest.Inaddition,thestandarddeviationofCCis14.98706andthatintheECis13.94351.Thatmeansthatthedifference37 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultsbetweensubjectsintheECis13.94351now,smallerthanthatintheCC,whichisagoodexpectation.Allinall,fromtable5-9,andtable5-10,wefindthatsubjectsinECmademoreprogressthanthatintheCCinacademicscoresinEnglish-grammaraftertheexperiment.However,inthebeginning,twoclasseswasinthesamelevel.ThereisnodenyingtosaythattheapplicationoftheGLPteachingmodelcanimprovegreatlysubjects’grammar-learningeffectandability.5.3GeneralDiscussion:5.3.1SummaryonthefindingsByconductingtheexperimentwithsuchinstrumentsasquestionnaires,tests,andaninterview,theauthorpaidmuchattentiontothesubjects’responsetotheteacher’susingtheGLP.Afteraterm’simplementationoftheGLP,therearesomefavorableresultswhichcouldbesummarizedfromthefollowingaspects.First,theapplicationoftheGLPhasimprovedsubjects’Englishautonomouslearningabilitytoalargeextent.Inthisresearch,theauthoranalyzedthechangesofsubjects’autonomouslearningabilityfromfouraspects:learninginterestandattitude;learningplan;learningstrategiesandlearningmotivations,allofwhichforthesubjectsintheECwereimprovedquicklyafterusingtheGLP.Comparingthepercentbetweenpre-questionnairesandpost-questionnaires,wefindthatmuchmoresubjectschose“E=stronglyagree”whilenearlynoonechose“A=stronglydisagree”andthatthesubjectschose“B=disagree”werefewerandfewerforeachitemafterusingtheGLPinEC,whichreflectsthatgreatchangeshavetakenplaceafterthisexperiment.FortheEC,intheEnglishclass,theauthorcombinedtheGLPwiththemultimedia,whichenrichedthecontentsofthelessonandcreatedgoodsituationsforthesubjects.Theencouragementforstudentsactuallycouldincreasetheirself-efficacy.FriedrichAdolfWilhelmDiesterweg,theGermaneducator,oncesaidthatabadteachertellsyouthetruth,whileagoodteacherwillteachyouhowtofindthetruth.Hissayingjustregardedthestimulatingstudents’autonomouslearningasthebestprincipleoftheteachingmethods.TheimplementationoftheGLPconformedtoDiesterweg’steachingprinciplewhichpaysdueattentiontothecultivationofautonomouslearningability.Second,it’sobviouslyconcludedthattheGLPwasbeneficialforteacherstoimprovestudents’learningresults.AfterusingthegrammarGLPinthisterm,thelearningresultsbetweenthetwoclassesweresowidethattheywereutterlyincomparable.ThemeanscoreofstudentsinECwas82.3111,and6.15556morethanthatinCC.ThedatashowsthatthegrammarlearningresultsofsubjectsinEChada38 ChapterFiveResultsanddiscussionsharpupwardtendency.5.3.2ExplanationonthefindingsThereasonforthisimprovementisthatstudentshadgraduallyformedthehabitofpreviewingthelearningcontentsandthusincreasedthelearningefficiencyforstudentsinEC,comparedwiththatinthepast.Allinall,theexperimentprovesthatitisfeasibletoapplythenewteachingmethodinHighSchool.TheGLPcanhelpteachersshifttheclassfromteacher-centeredtostudent-centered.Inthetraditionalteachingmode,teachersoftendominatethewholeclass.WhileimplementingtheGLP,teachersnotonlyhelpstudentsfeellikethemasterinclass,helpstudentsbeactiveconstructorsofknowledge,butalsoencouragedthemtoexperiencethepleasureinlearning.Alsoteacherscangivemuchspaceforstudents’autonomouslearning,duringwhichteachersofferstudentstimelyandappropriateguidance.Evenpassivestudentsgraduallybecomecreativeandactivefortheyfullytakestudents’individualdifferencesintoaccount.Allinall,theGLPisaneffectiveteachingaccessorymeanswhichwaswellacceptedbythestudentsandteachers.39 AResearchonImpactofGuidedLearningPlanuponHighSchoolStudents’AutonomousLearningAbilityandGrammar-learningResultsChaptersixConclusion6.1.FindingsandimplicationsoftheresearchThedifferencebetweenthepre-questionnaireandthepost-questionaire,betweenthepre-testandpost-testongrammarobviouslyshowsthattheuseoftheGLPeffectivelyimprovedthesubjects’autonomouslearningabilityEnglishgrammarteachingwiththesubjects’scoresimprovedclearly.Thatmeansthatit’sagoodwaytoapplytheGLPinthegrammarteachingofseniorhighschoolstudents.It’sclearlyshownthatmostsubjectswerefondoftheGLPintwoquestionnaires.79%subjectsintheinterviewhaveformedagoodlearninghabitandabilitybecauseoftheGLP.Especiallyfromthecomparisonoftheaveragescore,it’snothardtofindthatthescoresoftheEChavebeenpromotedgreatlyafterusingtheGLP.Inaddition,morethan50percentofthesubjectshavetheteamworkspiritafterjoininginsometeaching-activitieslikeact-out,groupcompetitionordiscussionaftertheexperiment.ThesubjectswhoenjoyedtheGLPaccountsfor91percentintheinterview.SowithoutanydoubttheGLPcanactivatestudents’motivationandinterestinEnglish-learningandpromotetheirautonomouslearningabilitylikelearninghabitandstrategy.TheresearchisaimedtotestifythatusingtheCLPhaspositiveeffectsonpromotingstudents’learningautonomyandgrammarlearningresults.ThedataandresultsillustratethattheGLPcancultivatestudents’learningautonomousbyarousingtheirlearninginitiativeandinterestandformgoodhabits.6.2.Thelimitationsoftheresearch.Thisresearchisdesignedandcarriedoutwithproperadjustmentonthebasisofautonomouslearningtheory,grammartheoryandGLPtheory.TheresultsshowclearlythatusingtheGLPcanpromoteseniorhighschoolstudents’Englishautonomouslearningabilityandimprovetheirgrammarlearningresults.However,everycoinhastwosides,sothispresentresearchalsohasitslimitationswithoutexception.It’slimitationsarethefollowing:First,thetimeforresearchwasnotlongenoughandlastedonlyfivemonths,namely,aterm,whichisshorttodevelopabilities.AutonomousEnglishlearningisalife-longlearningability,whichrequirestotakealargequantityoftimetotrainanddevelop.Tobehonest,asemesterseemsalittleshorter.Itmighthaveaninfluenceontheeffectsoftheresearch.Secondly,anotherdisadvantageisthesmallsizeofthesample.Only90subjectswasusedtomaketheexperiment.Thelimitedsamplesmaynotrepresenttheactuallearningsituationofseniorhighschool40 ChaptersixConclusionstudentsalloverofChina.Lastbutnotleast,experimentcondition,personnelandfundissolimitedthattheresearcherhavetomakefulluseoftheMid-examandFinal-examintheworkingsitetoevaluatesubjects’grammarlearningresult.Thereisnochoicebutsupposethattheseexamsareinthesamelevelincheckingstudents’knowledge.Otheruncontrolledfactorsaresupposedtobetakenintoconsideration.6.3.SuggestionsforfurtherresearchTheauthorappliedtheGLPinteachingforaterm.Whenfinishingtheresearch,theauthorhasthefollowingadvice:First,designingproperGLPmeanssohardandtoughforthebusyandtiredteachersthataspecialgroupfortheGLPshouldbesetuptotakechargetodesignandperfectit.AqualifiedGLPnotonlyneedteachers’toomuchtimeandenergy,butrequiresteachersofrichexperienceandagoodcommandofthestudents’psychologyandtheexampointsfortheCEE.Soit’sagoodideatoorganizeateamofexcellentteachersanddividethetasktofinishtheGLP.Thenshareitwithothers.What’smore,atthebeginningofusingtheGLP,teachersmusttrainstudentsandandsetsomerequirementsforstudents.Mostimportantly,teachersmustgivemuchtimeandspacetoensurestudentstolearnbythemselves,discover,exploreproblemsandsolvetheminsteadofbeinggiventheanswersdirectlybyteachers.Allinall,teachersshouldbasetheactualsituationofstudentsonapracticalandusefulGLPandservetheteachingandstudentsasperformingtheGLP.41 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AppendixAAGuidedLearningPlan人教版高中英语必修5unit4MakingtheNewsPeriod4导学案：语法课-----倒装句第一步课前预习GLPforpreview.同学们,你留意到课文中的有____处倒装句,画出来.你在本单元的课本上还见到那些倒装句?请你找一找这两组句子的不同点______语序：Iseldomgetuplate.________语序：SeldomdoIgetuplate.Ishallneverforgetit.NevershallIforgetit.Yourhusbandcomeshere.Herecomesyourhusband.Aplaygroundisinfrontoftheclassroom.Infrontoftheclassisaplayground.预习思考题一、判断下列倒装句是部分倒装还是全部倒装。(必修5unit4Makingthenews)1.NeverwillzhouYangforgethisfirstassignmentattheofficeofapopularEnglishnewapape.2.NotonlyamIinterestedinphotography,butItookanamateurcourseatuniversitytoupdatemyskills3.Herecomesmylistofdosanddon"ts.4.Therecamealoudseriesofknocksonthedoor._______________为部分倒装，________________为全部倒装。学生总结：你是如何判断的？部分倒装：是把_____________________________放到主语之前。如果句子中没有这些词,要在主语之前加助动词do/does/did等,而把原来的谓语动词变成原形放在主语之后.全部倒装：是只将句子中的______________全部置于主语之前.此结构通常只用与一般现在时和一般过去时。呈现—发现—归纳第二步课内外探究GLPforExplorationDiscuss,explore倒装1例:Onlybythismeansisitpossibletoexplainit.(介词短语)ingroupsOnlythendidIrealizetheimportanceofmath.(副词)Onlywhenthewarwasoverin1918washeabletogethappilybacktowork.学生归纳（一）._______+状语放在句首,要部分倒装。(从句不要用倒装,要部分倒装的是主句)x 副词(then/now）Only＋状语介词短语+系动词/情态动词/助动词+主语+其它从句学生总结：——————————————————————————————巩固练习:1)Onlyinthisway________makeprogressinyourEnglish.A.youB.canyouC.youbeabletoD.willyouableto2)Onlywhenthemeetingwasover________gobacktomeethisfriend.A.hecouldB.hewasabletoC.washeabletoD.wasabletohe倒装2例:NotaworddidIsaytohim.Nosoonerhadhegonetobedthanhefellasleep学生归纳（二）.句首状语为_______词或短语用部分倒装.这类词或短语主要有never,neither,nor,little,seldom,rarely,hardly,scarcely,nosooner,notonly,innoway,atnotime,few,not,no等,巩固练习:1)Hardly________theairportwhentheplanetookoff.A.IhadarrivedatB.hadIarrivedC.hadIreachedD.Ihadgotto2)I’vetriedveryhardtoimprovemyEnglish.Butbynomeans_____withmyprogress.A.theteacherisnotsatisfiedB.istheteachernotsatisfiedC.theteacherissatisfiedD.istheteachersatisfied3)Notasinglesong________atyesterday"sparty.(上海卷)A.shesangB.sangsheC.didshesingD.shedidsing注意：如下的几个否定词前置的特殊句型[链接高考]1.NotuntilIbegantowork________howmuchtimeIhadwasted.(全国卷)A.didn"tIrealizeB.didIrealizeC.Ididn"trealizeD.Irealize2.Notonly____interestedinfootballbut____beginningtoshowaninterestinit.(上海卷)A.theteacherhimselfis;allhisstudentsareB.theteacherhimselfis;areallhisstudentsC.istheteacherhimself;areallhisstudentsD.istheteacherhimself;allhisstudentsare学生总结：1)notonly…butalso…句型前后连接两个句子时，notonly后的句子要用部分倒装，但butalso后的分句不用倒装。如：Notonly________hehavetotypeouttheansweronacomputer,buthealsogetsthecomputertotranslatethisintosoundstoday.xi 2)Notuntil…句型中前面的until从句不倒装，后面的主句应采用部分倒装。如：NotuntilIcameback________heleaveforwork.Notuntilquiterecently________Ihaveanyideawhatitwaslike.3)Nosooner…than…,Hardly/Scarcely…when…句型中后面的从句不倒装，前面主句应被用部分倒装。(注意时态规律)如:Nosooner________Blackgothomethanthephonerang.4)Neither…nor…连接两个句子时，两个句子均需部分倒装。如：NeitherdidIknowthisnor________Iwantto.倒装3例:Hardashestudies,hecan’tpasstheexam.Childasheis,heknowsmoreabouttheworld.学生归纳（三）以______________开头的承接句,即:表示第二句的情况与第一句一样的句式巩固练习:5)Ilikesportsand________mybrother.A.sodoesB.soisC.socanD.solikes6)Soloudly________that________hearherclearly.A.didshespeak;couldeveryoneB.didshespeak;everyonecouldC.shespoke;couldeveryoneD.shespoke;everyonecould学生总结：So+系动词/情态动词/助动词+主语（不同的）主语也一样----Nor/neither+系动词/情态动词/助动词+主语（不同的）主语也同样不/没有---So+主语（相同的）+系动词/情态动词/助动词的确如此（表赞同，随声附和）小试牛刀：1.IlikereadingEnglish,so______he(他也是).2.-----Icannotwalkanyfurther.----________,let"sstophereforarest.A.NeitherandIB.NeithercanIC.Idon"tthinksoD.SocanI3.------Iwouldneverevercometothisrestaurantagain.Thefoodisterrible!-------________.(广西卷)A.NoramIB.NeitherwouldIC.SamewithmeD.SodoI倒装4例:Hardashestudies,hecan’tpasstheexam.Childasheis,heknowsmoreabouttheworld.学生归纳（四）______________引导的让步状语从句用倒装语序,其语序为:名词(无冠词)/形容词/副词/动词+as(though)+主语+谓语巩固练习:xii 1.________，shetalksalotaboutherfavoritesingersaftershewenthome.A.quietstudentasshemaybeB.QuietasshemaybeastudentC.BeaquietstudentasshemayD.Quietstudentasshemaybe2.Try_______shemight,Suecouldn’tgetthedooropen.A.ifB.whenC.sinceD.as3.________,he"shonest.A.AsheischildB.ChildisheC.ChildasheisD.Childasishe注意：当表语为名词时，则名词前不加任何冠词；而且主谓并不倒装。倒装5例:Suchagoodboyishethatwealllovehim.Sofastdidherunthatwecan’tcatchupwithhim学生归纳(五）在so(such)…that结构中,________或______位于句首加强语气时用部分倒装.巩固练习:1.Somuchofinterest____thatmostvisitorssimplyrunoutoftimebeforeseeingitall．(08上海)A．offersBeijingB．BeijingoffersC．doesBeijingofferD．Beijingdoesoffer2.______thatIcouldn’tbeabsorbedinthework.A.TheymadesuchtalkedB.SoloudlytheytalkedC.ItwasnoiseoutsideD.Suchaloudnoisedidtheymake学生总结：：So+adj./adv.Such+名词短语+系动词/助动词/情态动词+主语+其它+that从句——————————————————————————————————二、全部倒装:全部倒装有以下几种情况倒装6例：Therestoodadogbeforehim.Thereexistdifferentopinionsonthisquestion.学生归纳（一)_______________结构。另外,在此结构中可以用来代替be动词的动词有:exist,seem,happen,appear,live,rise,stand等巩固练习：________abeautifulpalace________thefootofthehill.A.Therestand;atB.Therestands;underC.Standsthere;underD.Therestands;at倒装7例:Herecomestheoldlady!Thencamethehourwehadbeenlookingforwardto.学生归纳（二）用于地点副词here,there,时间副词now,then,和such的5个简短副词位于句首,用全部倒装。除了then引导的句子用过去式以外,其余的均用一般现在时,表示一种生动的描述。其次,如果主语是人称代词,就不用倒装。如:Hereyouare.Thereshecomes.xiii 巩固练习:There________.Andhere________.A.goesthephone;shecomesB.isthephonegoing;issheC.doesthephonego;doesshecomeD.thephonegoes;comeshe倒装8例：Upwentthearrowintotheair.Awaywenttheboy.学生归纳(三)表示方位副词out,in,up,down,above,away,back,below,off,等置于句首,要用全部倒装。巩固练习:1)Out________,withastickinhishand.A.didherushB.rushedheC.herushedD.hedidrush2)________fromthetopofthebuildingwhenthepolicemanpointedthegunathim.A.JumpeddowntherobberB.JumpedtherobberdownC.DownjumpedtherobberD.Downtherobberjumped例句:Walkingattheheadofthelinewasourteacher.Suchwasthestoryhetoldme.倒装9学生归纳(四)"表语+be+主语"结构。巩固练习:5)________,amanofachievements,deepthoughts,butwithsimplehabits.A.EinsteinwassuchB.SuchwasEinsteinC.EinsteinwassoD.SowasEinstein6)________arethedayswhenteacherswerelookeddownupon.A.GoneB.GoC.TogoD.Going学生总结：：现在分词"表语+过去分词+系动词+主语"形容词介词短语例句:Onthetopofthehillstandsapinetree.Underthetablearethreewhitecats.Infrontoftheclassroomisaplayground.第三步课内(外)巩固练习GLPforPractice改错题1).Seatonthegroundareagroupofyoungman._____Lieonthegroundweresomenaughtychildren._____2).PresentatthemeetingMr.Green,aheadmaster.（在句中添加be）Infrontoftheplaygroundanewly-builthouse.（在句中添加be）xiv 作文天天练:抢先造句并翻译(一).Neverbeforehave/has+sb+done----------以前--------从来没有/不例：.以前我从来没有意识到学习的重要性。AnotherStudent’translation:________________________________________Student1:以前我从来没有看过这么感人的一部电影。AnotherStudent’translation:______________________________________Student2:..以前我从来没有看过任何人踢球能像姚明一样好。(Neverbefore)AnotherStudent’translation:______________________________________Student3:.以前我从来没有仔细读完一本语法书。(Neverbefore)AnotherStudent’translation:______________________________________(二).例：只有以这种方式，我们才能学好英语。(Only)AnotherStudent’translation:______________________________________Student1:只有通过辛勤的劳动，我们才能考入重点大学。(Only)AnotherStudent’translation:______________________________________Student2:只有当政府重视这些问题时，它们才能被（彻底）解决。(Only,attachimportancetosth)AnotherStudent’translation:______________________________________(三).Seldom/Hardly等否定词+系动词/助动词/情态动词+主语+其它例：他很少会发脾气。(Seldom)AnotherStudent’translation:______________________________________Student1:.Jim很少迟到。AnotherStudent’translation:_________________________________Student2:生活从来不会一帆风顺(gosmoothy)AnotherStudent’translation:______________________________________Student3:老师很少批评我们(criticise)AnotherStudent’translation:______________________________________(三).nota+名词/nota+名词/notonce+系动词/助动词/情态动词+主语+其它例：他一个错也没犯。AnotherStudent’translation:_________________________________Student1:他一个电影也没看过。AnotherStudent’translation:________________________Student2:他一本题也没算出来。AnotherStudent’translation:________________________Student3:在会议上，他一个字也没说。AnotherStudent’translation:________________________第四步课后作业xv 倒装句高考考点小测验A组()1Hearingthedogbarkingfiercely，away________.A．fleeingthethiefB．wasfleeingthethiefC．thethiefwasfleeingD．fledthethief()2.Thecomputerwasusedinteaching.Asaresult,notonly________，butstudentsbecamemoreinterestedinthelessons.A．savedwasteachers’energyB．wasteachers’energysavedC．teachers’energywassavedD．wassavedteachers’energy()3.Unsatisfied________withthepayment，hetookthejobjusttogetsomeworkexperience.A．thoughwasheB．thoughhewasC．hewasthoughD．washethough()4.Foramomentnothinghappened.Then________allshoutingtogether.A．voiceshadcomeB．camevoicesC．voiceswouldcomeD．didvoicescome()5.NotuntilIcamehomelastnight________tobed.A．MumdidgoB．didMumgoC．wentMumD．Mumwent()6.Hardly________thephone________Iwastoldthatthehotelhadbeenbookedfull.A．Ihadpickedup；whenB．hadIpickedup；thenC．hadIpickedup；whenD．Ihadpickedup；then()7.________heis，________hecandosomethingthatgrownupsdo.A．Aboyas；butB．Aboythough；yetC．Boyas；yetD．Boyas；butB组()1.Now_____Wang’sturntokeepguard.A.thereisB.isgoingC.hascomeD.comes()2.Sosudden________thattheenemyhadnotimetoescape.A．didtheattackB．theattackdidC．wastheattackD．theattackwas()3.Onlywhenclassbegan________thathehadlefthisbookathome.A．willherealizeB．hedidrealizeC．didherealizeD．shouldherealize()4.—Didyouseewhothedriverwas?--—No，soquickly________thatIcouldn’tgetagoodlookathisface.A．doesthecarspeedbyB．thecarspedbyC．didthecarspeedbyD．thecarspeedsbyxvi ()5.Little________aboutH1N1sofar，sothereisnodoubtthatmanypeopleareafraidwhentalkingaboutthedisease.A．didscientistsknownB．scientistshaveknownC．havescientistsknownD．hadscientistsknown()6.________,Ihaveneverseenanyonewho"sascapableasJohn.A.AslongasIhavetraveledB.NowthatIhavetraveledsomuchC.MuchasIhavetraveledD.AsIhavetraveledsomuch()7.-----Itwascarelessofyoutohaveleftyourclothesoutsideallnight.------MyGod!________.A.SodidIB.SoIdidC.SowereyouD.Sodidyou(上海卷)C组()1.Billwasn’thappyaboutthedelayofthereportbyJason,and_____________．A．IwasneitherB．neitherwasIC．IwaseitherD．eitherwasI()2.Somuchofinterest____thatmostvisitorssimplyrunoutoftimebeforeseeingitall．A．offersBeijingB．BeijingoffersC．doesBeijingofferD．Beijingdoesoffer()3.______youeatthecorrectfoods______beabletokeepfitandstayhealthy.08江苏A.onlyif;willyouB.Onlyif;youwillC.Unless;willyouD.Unless;youwill()4.Seldom____________videogameseversincetheyenteredcollege.08湖北A.theyhaveplayedB.theyplayedC.havetheyplayedD.theyhaveplayed()5.Itwasannouncedthatonlywhenthefirewasundercontrol___toreturntotheirhomes.A.theresidentswouldbepermittedB.hadtheresidentsbeenpermittedC.wouldtheresidentsbepermittedD.theresidentshadbeenpermitted()6.OnlywhenIleftmyparentsforItaly_______________howmuchIlovedthem．08重庆A．IrealizedB．IhadrealizedC．hadIrealizedD．didIrealize()7.Notuntilthemotorbikelookedalmostnew____________repairingandcleaningit.08陕西A.hestoppedB.didhestopC.stoppedheD.hedidstop作文天天练[考点拓展]Practice:A组：(一).Neverbefore----------以前--------从来没有/不xvii 1.以前我从来没有意识到学习的重要性。(Never)(二).1.只有以这种方式，我们才能学好英语。(Only)2.只有通过辛勤的劳动，我们才能考入重点大学。(Only)(三).1.他很和蔼，你很少会见到他发脾气。(Seldom)B组(一).1.以前我从来没有意识到学习的重要性。2.以前我从来没有看过这么感人的一部电影。(二).1.只有以这种方式，我们才能学好英语。(Only)2.只有通过辛勤的劳动，我们才能考入重点大学。(Only)(三).Seldom/Hardly等否定词+系动词/助动词/情态动词+主语+其它1.他很少会发脾气。(Seldom)2.Jim很少迟到。(三).nota+名词/nota+名词/notonce+系动词/助动词/情态动词+主语+其它1.他一个错也没犯。2.他一个电影也没看过。[背诵默写]Comeon,mychildren..理解了语法规则，经过练习学会了运用.最后一步，就是熟记规则条例。跨过这一关，你就成功了，xviii AppendixBATeachingDesignSampleofGrammarGLPBook5Unit4MakingtheNewslesson5Grammar:InversionsTeachingaims:1.TeachershelpthestudentslearnhowtouseInversionscorrectly2.TeachersenablethestudentstouseinvertedsentencescorrectlyTeachingimportantpoints:TeachershelpstudentslearnwhatInversionisandhowtouseInversionscorrectlyTeachingdifficultpoints:TeachersenablestudentstoapplytheInversionscorrectlytothepropercontextTeachingmethods:Task-basedlearningandcooperativelearning,deductiveandinductivemethods,Teachingaids:multi-mediaTeachingprocedures:StepⅠLead–inDiscuss,exploreWhenlearningtheReadingpassageonP26lastperiod,weDiscuss,exploreingroupsingroupsfindmanyinversionsentences,solet’slearnthegrammar--------inversioninthisperiodThentheteachershouldbrieflyexplainwhataninversionis.教学形式：教师开始组织教学。设计意图：点名本节课内容。并引起学生的学习兴趣，吸引学生的注意力。第一步展示预习成果StepⅡPresentation.(5m)1.Pleaseshowustheinversionsentencesyoufindinthereadingpassage.CanyoufindmoreinversionsentencesyouhavelearnedinBook5.Ishow,Possibleanswers:IcanNeverwillMrZhouforgethisfirsttask.xix Onlyafteryouhavelearnedit,canyoucoverastorybyyourself.Onlyifyouaskmanymoredifferentquestionswillyouacquiretheinformationyou.教学形式：抢答，竞答形式，抢答成功者发小奖品。注意：答案不可重复。设计意图：激发学生的学习兴趣,使得本节知识与以前所学联系起来。并培养学生细心,专研的良好习惯。2.DealingwiththePre-learningExercisesinguided-learningPlanning.倒装句有两种:全部倒装和部分倒装。把谓语的一部分系动词，情态动词，助动词如do/did/does）移至主语之前叫做部分倒装；将整个谓语置于主语之前叫做全部倒装.Suggestedanswers:Sentence1,2,4为部分倒装Sentence3,5,6为全部倒装正常语序：Iseldomgetuplate.倒装语序：SeldomdoIgetuplate.Ishallneverforgetit.NevershallIforgetit.教学形式：继续以抢答，竞答形式。抢答成功者发小奖品，但答题不可重复。设计意图：检测课前预习，强化学生的预习习惯。初步引入新知识。第二步课内外探究StepⅢ.Grammar-learning(25m)Discuss,explore部分倒装ingroups1.Only位于句首,修饰副词,介词短语或状语从句,主句要用部分倒装。Onlywhenthemothercamebackdidthebabystopcrying.Onlyinthiswaycanwefinishthetaskquickly.2.Never,Hardly,Seldom,Scarcely,little,Atnotime,Notonly等否定词副词开头的句子里要用部分倒装。Nevershallwemeethimagain.LittledoIdreamIwouldgetmybookback.特殊句式:Nosooner----than,Hardlywhen和not----until的句型中要用部分倒装。NosoonerhadIarrivedthanIphonedme.Notuntilhisparentsreturneddidhefinishreadingit.3.在So,Nor,Neither开头的句子,表示重复的内容.此句谓语应与前句谓语的时态形式一致,要用部分倒装。TomhasbeentoParis.SohaveI.Jackcannotaffordahouse.NeithercanI.xx 4.在"形容词/(无冠词)名词/动词/+as(though)---"引导的让步状语从句,要用部分倒装。Cleverassheis,sheiscareless.Girlassheis,sheisverybrave.5.在so/such---that的结构中,若so/such结构置于句首时,则句子部分倒装Sobeautifulagirlisshethateveryonelikesher.Suchabeautifulgirlisshethatpeoplealllikeher.全部倒装1.用于"Here,There,Now,Then,Such+不及物动词+主语的句型中,或以out,in,up,down,away等副词开头的句子里面，表示强调．Herecomesthetrain.Therearemanygirlsinthedancingroom注意:代词作主语时,主谓语序不变.Hereitis.Outherushed.2.当句首状语是表示地点的介词词组时，也常引起全部倒装．Fromthevillagecameashyboy.Underthetreestandsaprettygirl.3.表语置于句首时，倒装结构采用"表语＋连系动词＋主语"的结构1)形容词＋系动词＋主语(名词)2)过去分词＋系动词＋主语(名词)3)介词短语＋系动词＋主语(名词)PresentatthemeetingwereProfessorWhiteandmanyguests.Gonearethedayswhenwecouldworktogether.Amongthehousesaretrees,flowers.教学形式:分组讨论,核对导学案这部分的答案,并小组内确定本组讨论内容的重点和难点内容。1.分组，明确任务。全班按座位分为四大组，各自任务如下：GroupA———部分倒装No.1-2GroupB———部分倒装其余GroupC———全部倒装No.1-2GroupD———全部倒装其余2.每小组选3名代表发言：公布导学案答案；说明并解释这部分中的1个重点题；说明并解释1个难题或易错题。3.每一代表发言完后，再看课件来再巩固强化一遍。同时注意：控制好时间，突出重点难点。简单处一笔带过,不拖泥带水。4.教师做好点评和点拨.Group1Group2Group3Group4小组代表公布答案得分(满分5分)小组代表提出并解释1个重点得分(满分5分)xxi 小组代表提出并解释1个易错题得分(满分5分)其它组提问得分(满分5分)提问抢答得分(满分5分)得分合计设计意图:知识条理化，系统化。并以练为主，以学生活动为主。用导学案为引子，重点突破NO2,4，复习NO1,3.让学生从习题中边练习边总结，提高学习方法和学习效率。第三步课(内/外)外提升训练CompetitionforgroupsStepⅣFurtherlearning.(10m)作文天天练(一).Neverbeforehave/has+sb+done----------以前--------从来没有/不例1.以前我从来没有意识到学习的重要性。学生翻译:_______________________________例2.以前我从来没有看过任何人踢球能像姚明一样好。(Neverbefore)学生翻译:_______________________________(二).例:只有以这种方式，我们才能学好英语。(Only)学生翻译:_______________________________(三).Seldom/Hardly等否定词+系动词/助动词/情态动词+主语+其它例1.他很少会发脾气。(Seldom)学生翻译:_______________________________例2..Jim很少迟到。学生翻译:_______________________________nota+名词/nota+名词/notonce+系动词/助动词/情态动词+主语+其它例1.他一个错也没犯。学生翻译:_______________________________例2..他一个电影也没看过。学生翻译:_______________________________教学方法：1.老师每种类型做1-2个示范后，鼓励学生抢着造句，其他学生抢答翻译。2.抢答小组加分原则：运用要求的语法造句给3分.翻译正确加2分，有错误时酌情扣分。Group1Group2Group3Group4造句加分翻译加分设计意图：向作文过渡，加强学生的语法运用能力。从单句翻译开始，逐步过渡为简单句改写xxii 为倒装句，到最后灵活运用于作文写作中。StepⅤ（summaryandhomework.1m）完成导学案中“第三步课(内)外提升训练习题”其余习题。设计意图：继续巩固和加强训练，促使知识转化为内在的能力。xxiii AppendixC自主学习能力调查问卷(ChineseVersion)QuestionnaireaboutEnglishLearningAutonomy亲爱的同学们：您好！为了更好地了解同学们英语自主学习能力的现状，我们特进行此次调查问卷。请根据自己的实际情况回答问卷中的问题，你的准确回答对我们的研究非常重要。答案仅限于研究，无需署名，答案没有对错，不必有任何顾虑。非常感谢您的支持与配合。本卷共有20道题，每个问题有数目不等的选择，5分到1分是从“完全符合”到“完全不符合”的5个分数段。请在符合您情况的分数下打勾。（A=完全不符，B=少情况符合，C=有时符合，D=多数情况符合，E=完全符合）ResultQuestionABCDE1.我很喜欢学习英语,在学英语时能觉得快乐。2.因为英语是国际性的一种语言,学好英语对将来的发展有帮助。3.英语是高考必须要考的科目,所以我必须学好英语。4.相信自己能够学习好英语这门课。5.我能够自己合理安排学习的吋间和过程，并认真执行。6.我能够自己排除外界的干扰,并且能够控制自己学习的进度,坚持英语学习。7.我对自己目甜的英语学习效果很满意。8.在英语学习过程中,我能够自己解决学习中的困难,不怕犯错误.9.遇到生词难点,会主动利用词典等工具解决困难。10.我能对一个阶段的英语学习情况独立作出总结。11.我相信自己能够掌握老师所教的语言知识和技巧。12.能够借助网络、杂志、电视或广播等学习英语,扩大词汇量。13每次学新内容之甜,我都会提前预习,不管老师有没有耍求。14.记单词不会死记硬背,而是运用多种适合的方法。15.上课时能自己梳理重难点,有条理、有选择地记笔记。16.我会利用各种机会练习英语来提高自身的交际水平。17.每天早自习都会坚持大声朗读课文和知识点。18.学习过程中遇到问题,会先自己独立思考,实在解决不了,再向同学和老师请教。19.课后我都会将书屮的内容重新进行整合,方便以后复习。20.学英语的时候,我都会将现在学的知识与自己已有的联系起来学习。xxiv AppendixD访谈提纲Theoutlineofinterview本次访谈是为了更好地了解学生使用导学案后的感受和想法，本次访谈只是为了论文写作研究所用，并非作为他用，不会对你造成任何影响。希望你畅所欲言，表达自己真实的想法和感受。谢谢你们的支持和合作！问题如下1.学案导教学模式对你有益吗？在那些方面使你受益？2.你觉得导学案的设计怎么样？对于导学案的设计你有什么意见或想法吗？3.通过导学案，你的学习成绩提高了吗？4.通过导学案，你的自主学习能力如学习兴趣，学习动机，学习习惯等提高了吗？xxv AppendixE【前测试卷，满分100分】第一节Ⅰ单项填空单选填空（共.15小题，每小题2分，满分30分）()1．Notuntilthemotorbikelookedalmostnew________repairingandcleaningit.A．hestoppedB．didhestopC．stoppedheD．hedidstop()2．Theyoungladyprefersdressingupforapartyto________byothers.A．benoticedB．beingnoticedC．havingbeennoticedD．havebeennoticed()3．Hetrustsyou，soonlyyoucan________himtogiveupthatcrazyidea.A．temptB．persuadeC．adviseD．trytopersuade()4．Withthatcalmand________expressionofhers，ouranxietyalmostdisappearedintotheair.A．confusingB．determinedC．opposingD．confused()5．Hethinksonlyofhimself；hedoesn’t________otherpeople.A．careaboutB．careforC．careofD．careto()6．Nomatterwhatyoudo，youmust________yourmind________it.(2010·济南统考)A．put；toB．keep；onC．apply；onD．put；into()7．Whatshallweuseforpowerwhenalltheoilintheworldhas________？A．givenoutB．putoutC．heldupD．usedup()8．—________whenhasthecountrybeenopentointernationaltrade?—1978，Isuppose.A．SinceB．InC．FromD．After()9．Saminsistedthathe________thelawand________.A．didn’tbreak；mustn’tbepunishedB．doesn’tbreak；shouldn’tpunishC．hadn’tbroken；benotpunishedD．hadn’tbroken；notbepunished()10．WhatIneedis________bookthatcontains________ABCofoilpainting.A．a；/B．the；/C．the；anD．a；the()11．—I’vegotacoughandmychesthurts.—________.Letmeexamineyou.A．Don’tmindB．YoushouldlearntoprotectyourselfC．TakeiteasyD．Keepcalm.Youwillrecoversoonxxvi ()12．Forests________andburnedatsuchaspeedthattheywilldisappearfromtheearthinthefuture.A．cutB．arecutC．arebeingcutD．hadbeencut()13．Leaveyourkeywithaneighbor________youlockyourselfoutoneday.A．eversinceB．evenifC．soonafterD．incase()14．—Isawnomorethanonemotorcarinthatshop.Willyougoandbuy________？—No，I’dratherbuy________inothershops.A．one；oneB．it；oneC．one；itD．it；it()15．—Look！He’srunningsofast!—Hardto________hislegswereoncebroken.A．knowB．imagineC．realizeD．find第二节短文改错（共10小题；每小题3分，满分30分）此题要求改正所给短文中的错误。把多余的词用斜线()划掉。。此行缺一个词:在缺词处加一个肠字符号()∧。此行错一个词:在错的词下划一横线，在横线下面写出改正后的词。注意：原行没有错的不要改。Friendshipisimportance.Everyoneneedsfriendship.Inallourliveswecan’tlivewithoutfriendshipjustlikewecan’tlivewithoutairandwater.Friendshipmakesusgettingonwellwithoneanothertogoaheadunderdifferentkindsofdifficultiesinfrontofus.Butrealfriendshipiseasytocomeby,truefriendshipmustbesincerelyandbebasedonunderstandeachotherbutnotonbenefitsofeachother.Agoodfriendcanalwaysbeagoodteachertous.Byhisadvicewearepersuadingtogotherightway.Thereforemorefriendswehave,thebetterwecanimproveourselves.xxvii 第三节语法填空（共10小题；每小题4分，满分40分）阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或者括号中词语的正确形式填空。Once,arichmanwasneardeath.Hewasveryupsetbecausehehadworkedsohardforhismoney1hehopedhecouldtakeitwithhimtoheaven.SoheprayedtoGodhemightbeabletotakesomemoneywithhim.2angelheardhisprayandappeared.“Sorry,3youcan’ttakeyourwealthwithyou.”ThemanbeggedtheangeltospeaktoGodtosee4hemightbreaktherules.TheangelreappearedandsaidthatGodcouldallowhimtotakeonesuitcase.Excitedly,themangatheredhissuitcaseandfilledit5puregoldbars.Afterward,hediedandshowedupinheaventogreetSt.Peter.6(see)thesuitcase,St.Petersaid,“Holdon,youcan’tbringthathere!”ThemanexplainedthathehadGod’s7(permit).St.Petercheckeditout,camebackandsaid,“Youareright.Youareallowedonecarry-onbag,butI’msupposedtocheckitscontents(内容)8lettingitthrough.”St.Peteropenedthesuitcasetoinspectthethings9themanfoundtooprecioustoleavebehindandexclaimed(感叹),“Youbroughtpavement?Asyoucansee,thegreatstreetofthecityofheaven10(make)ofpuregold!”xxviii AppendixF【后测试卷,满分100分】第一节单选填空（共15小题，每小题2分，满分30分）()1．Ifparentsneverexpecttheirchildrentobehelpfulathome，theyaresure________.A．notB．nottoC．nottobeD．nottobethat()2．One________oftheplasticisthatitisalmostunbreakable.A．quantityB．qualityC．shortcomingD．number()3．Thetimehehasdevotedinthepast10years________thedisabledisnowconsidered________ofgreatvalue.(2010·威海统考)A．tohelp；beingB．tohelping；tobeC．tohelp；tobeD．helping；being()4．Idonotfeelequalto________herthetruth.A．tellB．toldC．tellingD．beingtold()5．Astimewenton，Susanfoundherselfinatrapfromwhichshecouldnot________.A．escapeB．burdenC．scoldD．fight()6．Hismoviewonseveral________atthefilmfestival，whichwasbeyondhiswildestdream.A．rewardsB．awardsC．prizesD．gains()7．Withtwomoreprofessionalhands________youwiththeworklateron，scarcelywillyouhavetrouble________yourtaskaheadoftime.A．helping；completingB．help；tocompleteC．willhelp；completedD．tohelp；completing()8．Thetwodriverscoulddonothingbut________thetruck.(2011·黄冈月考)A．totaketurnstodriveB．taketurnstodriveC．todrivebyturnsD．drivebyturns()9．Thoughthegirlhasn’tlost________hearttohim，hehasn’tlost________heart.A．her；/B．the；hisC．/；hisD．her；the()10．OnlywhenIleftmyparentsforItaly________howmuchIlovedthem.A．IrealizedB．IhadrealizedC．hadIrealizedD．didIrealize()11．Somepeoplefearthat________airpollutionmaybringaboutchangesin________weatheraroundtheworld..A．/；theB．the；/C．an；theD．the；a()12．TheRedArmysoldiershadtofight________allkindsofdifficultiesintheirfight________thexxix people’sfreedom.A．for；forB．with；withC．against；againstD．against；for()13．—IwonderifIcoulduseyourtelephone.—________.A．IwonderhowB．Idon’twonderC．Sorry，it’soutoforderD．Nowonder，hereitis()14．What________thepublicwasthatPhelpsshouldtakedrugs.A．worryingB．worriedC．wasworriedD．wasworriedabout()15．Thisisthehotel________lastmonth.A．whichtheystayedB．atthattheystayedC．wheretheystayedatD．wheretheystayed第二节短文改错(共l0小题；每小题3分，满分30分)此题要求改正所给短文中的错误。把多余的词用斜线()划掉。。此行缺一个词:在缺词处加一个肠字符号()∧。此行错一个词:在错的词下划一横线，在横线下面写出改正后的词。注意：原行没有错的不要改。Notallpeopleliketoworkandeveryonelikestoplay.Allovertheworldmenandwoman,boysandgirlsenjoysports.Sincemanyyearsago,manyadultsandchildrencalledtheirfriendstogethertospendhours,evendaysplaygames.Oneofreasonswhypeopleliketoplayisthatsportshelpthemtolivehappily.Inotherwords,theyhelptokeeppeoplestrongandhealth.Ifpeopleareplayinggames,theymovealotof.Thatiswhysportsaregoodactivitiesfortheirhealth.Havingfunwiththeirfriendsmakethemhappy.Manypeopleenjoysportsbywatchothersplay.第三节语法填空（共10小题，每小题4分，满分40分）阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或者括号中词语的正确形式填空。xxx ThisisatruestorywhichhappenedintheStates.Amancameoutofhishometoadmirehisnewtruck.Tohis31(puzzle),histhree-year-oldsonwas32(happy)hammeringdents(凹痕)intotheshinypaintofthetruck.Themanrantohisson,knockedhimaway,hammeredthelittleboy"shandsintopulp(果浆汁)as33(punish).Whenthefathercalmeddown,herushedhissontothehospital.34thedoctortrieddesperatelytosavethecrushedbones,hefinallyhadtocutthefingersfromboththeboy"shands.Whentheboy35(wake)upfromtheoperationandsawhisbandagedstubs,heinnocentlysaid,“Daddy,I"msorryaboutyourtruck.”Thenheasked,“36whenaremyfingersgoingtogrowback?”Thefatherwenthomeandcommittedsuicide.Thinkaboutthisstory37nexttimesomeonestepsonyourfeetoryouwishtotakerevenge.Thinkfirst38youloseyourpatiencewithsomeoneyoulove.Truckscan39(repair).Brokenbonesandhurtfeelingsoftencan"t.Toooftenwefailtorecognizethedifferencebetweenthepersonandtheperformance.Weforgetthatforgivenessis40(great)thanrevenge.Peoplemakemistakes.Weareallowedtomakemistakes.Buttheactionswetakewhileinaragewillimpressusforever.xxxi AcknowledgementsItismygreathonortotakethisopportunitytoexpressmyappreciationtoallthosewhohelpedmetofinishthisthesis.Itistheirkindnessthathelpsmetogothroughthearduousprocessoftheresearchexperimentandthesiswriting.Firstandforemost,Igratefullyacknowledgethehelpofmysupervisor,ProfessorGaoYusong.Hehashelpedmeworkoutanoutlineofthepaperandgavemevaluablesuggestionsonaccumulatingmaterialsandorganizingtheideas.Withouthispatientinstruction,insightfulcriticismandexpertguidance,thecompletionofthisthesiswouldnothavebeenpossible.Then,IwouldliketoowemyappreciationtoalltheprofessorssuchasJinYan,WangQi,YuTing,CaiLanzhen,Wanghao,WangFeiandsooninNorthwestForeignLanguageUniversity.Fromtheirdevotedteaching,vividandenlighteninglecturesbenefitedmeandthethesisalotacademically.IalsowishtoexpressmyheartfeltgratefulnesstomycolleaguesandmystudentsinFengHuoSeniorSchool.Withouttheirsincerehelpandcooperation,theexperimentissurenottogosmoothandthisthesiscouldnotreachthepresentform.Meanwhile,mywarmlythanksalsogoestomyclassmates,whoprovidemeusefulsuggestionsinmystudysuchasQiuWengqing,LvQiaolinandmymonitorJiLin.Lastbutnotleast,I’dliketoexpressmysinceregratitudetomyfamilies.Withouttheirsupportandencouragement,Icouldnothavefinishedthisthesis.Wereitnotforallofthehelp,Iwouldnothavegonethroughthewholeworksmoothly.xxxii