英语语法教学中导学案教学模式应用调查--以绵竹中学初中部为例 78页

分类号：Ｈ３１５．９单位代码：１０６３６密级：公开学号：Ｊ２０１５０６０２９ｉ丨ｆ範七＃专业学位硕士论文中文论文题目：英语语法教学中导学案教学模式应用调查－以绵竹中学初中部为例英文论文题目：ＡＳｕｒｖｅｙｏｆｔｈｅＡｐｌｙｉｎＧｕｉｄｅｄＬｅａｒｎｉｎｐｇｇＰｌａｎＴｅａｃｈｉｎＭｏｄｅｌｔｏＥｎｌｉｓｈＧｒａｍｍａｒＴｅａｃｈｉｎｇｇｇ－ｒｈＳｃｈｏｏＷｉｔｈＭｉａｎｚｈｕＪｕｎｉｏＨｉｌＡｓＡｎＥｘａｍｌｅｇｐ论文作者：江飞指导教师：杨颖育专业学位类别：教育硕士专业领域：学科教学（英语）论文形式：基础研究所在学院：四川师范大学外国语学院论文提交日期：２０１７年９月６日２０１７年１１月２３日论文答辩日期： 四川师范大学学位论文独创性声明本人声明：所呈交学位论文英语语法教学中导学案教学模式应用调査－－以绵竹中学初中部为例，是本人在导师杨颖育教授指导下，独立进行研究工作所取得的成果，。除文中己经注明引用的内容外本论文不含任何其他个人或集体己经发表或撰写过的作品或成果。对本文的研宄做出重要贡献的个人和集体，均已在文中以明确方式标明。本声明的法律结果由本人承担。一本人承诺：已提交的学位论文电子版与论文纸本的内容致。如因不符而引起的学术声誉上的损失由本人自负。学位论文作者：签字日期：年以月日Ｉ〕 学位论文出版授权书本人完全同意《中国优秀博硕士学位论文全文数据库出版章程》“”（以下简称章程），愿意将本人的硕士学位论文提交中国学术期刊（光盘版）电子杂志社在《中国优秀博硕士学位论文全文数据库》中全文发表。《中国优秀博硕士学位论文全文数据库》可以以电子、网络及其他数字媒体形式公开出版，并同意编入ＣＮＫＩ《中国知识资源总库》，在《中国博硕士学位论文评价数据库》中使用和在互联网“”上传播，同意按章程规定享受相关权益。作者签名：３２芪年Ｑ月Ｈ曰＇ｃｕ？＞＇ｃｈｏｏＡＳ旮ｙａｈ＇ｅ－论文题目：十。芦济ｑＴ＿＼ｒ另ｖｖ＾ｔＫＳｌｎｆ－鱼从级；办則业类邊影則千千毕院校：四川师范大学毕业年份￡２０１７年１２月所在学院：外泫备紀所学专业：这Ｃ类泫）￡｜说明：本授权书由中国学术期刊（光盘版）电子杂志社保存。－－通联系电话＊０１０６２７９１９５１６２７９３１７６６２７９０６９３传真：０１０６２７９１８Ｈ信地址：北京清华大学邮局８４４８信箱采编中心邮编：１０００８４ 摘要英语语法教学中导学案教学模式应用调查--以绵竹中学初中部为例学科教学（英语）硕士研究生：江飞指导教师：杨颖育摘要：语法是语言形式和语言技能赖以生存的基础，系统掌握英语语法知识是正确理解英语语法结构，提高英语学习效率的前提。《英语课程标准》要求英语教学要变革传统教学模式将重语言知识而轻语言技能的传统教学方法逐步转变为新的教学方式。在“新课程”改革背景下，倡导学生中心，教师指导，体现学生主体地位和发挥教师主导作用的导学案教学模式应运而生。目前国内外对于学案导学教学模式已有一定的研究，国内许多研究主要针对于导学案教学模式与传统教学模式的比较研究。本文以绵竹中学初中部为调查对象探究初中英语语法教学在使用导学案模式下的学校教学现状，提出三个研究问题：1）导学案教学模式是否被老师有效应用在提高初中语法教学活动中？2）教师对于运用导学案语法教学的认知情况是怎么样的？3）教师的哪些因素影响着导学案教学模式的应用？为了寻找以上问题的答案，作者在绵竹中学初中部进行了三个月的调查研究，全校22位英语老师和158名同学参加了调查。调查方式首先是学生调查问卷，包括学生语法学习情况问卷和导学案实施情况调查问卷，而后对参与的22位英语老师进行了初中教师导学案教学模式下语法教学认知调查，之后对三位代表性教师进行了访谈式调查，并对于其中一位教师的课堂进行了课堂观察以收集细节信息。通过对以上数据的分析，文章得到了四个方面的主要发现：1）学校在导学案模式下的语法教学有助于帮助学生有效掌握初中学生的语法知识，提升英语表达I 四川师范大学硕士学位论文的准确性。2）导学案模式下的语法教学通过明确的语法解释，细致的教学设计，有目的的补充练习帮助了学生培养了良好的学习习惯。3）受调查的教师对于学案编制，学案下的语法教学认知主要来源于个人教学经验但缺乏系统的专业培训和指导。4)影响教师使用新的导学案模式语法学习的主要原因有：学生较差的学习习惯，初中有限的教学的时间和繁重的任务，以及部分教师对于新模式下教师指导者角色的认知偏差。关键词：语法教学，导学案模式教学，初中学校英语教学II AbstractASurveyoftheApplyingGuidedLearningPlanTeachingModeltoEnglishGrammarTeaching--WithMianzhuJuniorHighSchoolasAnExampleAbstractMACandidate:JiangFeiAdvisor:YangYingyuAbstract:Grammarteachingplaysaninescapableroleinlanguageteachingandlearning(Burdess&Etherington,2002:433).Grammar,asthefoundationoflanguageformandskill,helpsimprovestudents’Englishlearningeffectivelyiftheyarewithawell-learnedEnglishgrammarknowledge.TheoutlineoftheBasicEducationCurriculumReformpointsoutthattraditionalteaching,whichfocusesonthelanguageknowledgeandignoresthecompetences,shouldbereplacedbyinitiativelearning.HighSchoolEnglishCurriculumbelievesthatthemostimportantpartofthereformistochangefrompureknowledgeteachingonthetextbookintoadvocatingtask-basedteachingmethodandstrengtheningguidanceonlearningstrategies.TheGuidedLearningPlanTeachingModel(hereafterGLPTM)isintroducedintoChinabecausethismethodistryingtodevelopstudents’initiativeoflearningontheonehandandinspiretheactiveinteractionsbetweenstudentsandteacherontheother.StudiesonGLPTMarebroughtintoconsiderationformanyresearchers.Inthisthesis,threeresearchquestionswillbeaddressedaboutguidedlearningplanongrammarusedinteaching.1)IsGLPTMeffectivelyusedbytheteacherstoimprovetheeffectofgrammarteaching?2)Whataretheteachers’characteristicsofthecognitiveaboutapplyingtheGLPTMtogrammarteachingintheschool?3)Whatarethefactorsfromteachers’backgroundinfluencetheapplicationoftheIII 四川师范大学硕士学位论文GLPTMintheschool?Inthisresearch,threeclasseswerechosenfromMianzhuMiddleSchoolandallthe22teachersservedastheresearchobjectsandprocessedathree-month-longresearch.Questionnairesinvestigatingstudents’attitudesandteachers’applicationsarethemainpart.Threeofthe22teacherswereinterviewedandawholeclasswasobservedwhichwastaughtwiththeGLPTMinarealsituation.Asforthedatacollected,documentstudieswerefirstused.ThequestionnairesresultswereanalyzedbytheExcel.Thedesignedguidedplanwasredesignedwiththerequirements.Theclasswasrecorded,codedandanalyzed.Throughtheanalysisoftheresultsabove,therearefourmajorfindings:Firstly,itisacknowledgedinlanguageproficiencythatthepositionofgrammariscrucialandgrammarteachingisemphasizedinthecurriculum.Secondly,towardsthemethodingrammarlearningandteaching,teachersindicatetheirfavorsofGLPTMwhichemphasizesalotonthelearner-centeredapproach.Thirdly,factorsincludingworkexperience,thetrainingcoursesandtheagesimpactteachersinusingtheteachingplanandthemethodingrammarteaching.Asforthestudents,thegapbetweenthenewteachingmethodwithlearningplanandtheneedofexaminationisstudents’limitedlanguagecompetence.Lastbutnottheleast,GLPTMhelpstheteacherchangetherolessothatthegrammarteachingbecomesmoreeffective.Accordingtothemajorfindings,implicationsfromteachings’professionaldevelopment,students’learninghabitsformingandEnglishgrammarteachingandlearninginlightofthenewcurriculumstandardwerediscussed.Keywords:Grammarteaching,GLPTM,MiddleSchoolEnglishteachingIV ContentsContents摘要....................................................................................................................................IAbstract............................................................................................................................IIIChapterOneIntroduction..................................................................................................11.1TheBackgroundoftheStudy..................................................................................11.2TheSignificanceoftheResearch.............................................................................21.3OveralloftheStudy.................................................................................................3ChapterTwoLiteratureReview........................................................................................52.1TheGuidedLearningPlanTeachingModel............................................................52.1.1TheDefinitionofLearningPlan........................................................................52.1.2ResearchonComposingGuidedLearningPlan................................................62.1.3RequirementsforDesigningtheLearningPlan................................................62.1.4TheMainDifferencesBetweenTeachingPlanandLearningPlan...................82.2TheDefinitionofGuidedLearningPlanTeachingModel......................................92.3GrammarTeaching.................................................................................................102.3.1GrammarinForeignLanguageTeaching........................................................102.3.2GrammarTeachingintheNationalEnglishCurriculum.................................112.3.3GrammarTeachingwithLearningPlan...........................................................122.4ReviewoftheEmpiricalStudies............................................................................142.5TheoreticalFramework..........................................................................................152.5.1Constructivism.................................................................................................152.5.2HumanismLearningTheory............................................................................162.5.3TheZoneofProximalDevelopment...............................................................17ChapterthreeMethodology.............................................................................................193.1ResearchQuestions................................................................................................193.2ResearchSubjectsandparticipants........................................................................193.3ResearchInstrumentsandResearchMethod.........................................................21ChapterFourFindingandDiscussion.............................................................................23V 四川师范大学硕士学位论文4.1AnalysisandResultsoftheQuestionnaires...........................................................234.2FactorsinfluencingStudents’AdaptionofTheGuidedPlan......................................................................................................................................284.3Teachers’CognitionAboutGrammarLearningandGrammarTeachinginSchool......................................................................................................................................284.4ApplicationoftheGLPTMinRealTeachingSituation.........................................304.5FactorsInfluencingTeachers’AdaptionandApplicationoftheGLPTM.............35ChapterFiveConclusion.................................................................................................395.1SummaryoftheMajorResults..............................................................................395.2Implications............................................................................................................415.3Limitations.............................................................................................................42Bibliography....................................................................................................................43中文文献.........................................................................................................................45Appendixes......................................................................................................................47Acknowledgements.........................................................................................................69VI ChapterOneIntroductionChapterOneIntroductionTeachingisanactivitywithalotofinfluenceswithintheprocess.Apracticalmethodisimportanttoteachers’effectiveteachingintheclassroomteachingofforeignlanguageeducation.TostudytheGuidedLearningPlanTeachingModel,thestudygaveareportabouthowthenewmethodappliedtoingrammarteachinginaruralschool.1.1TheBackgroundoftheStudyEnglishhasbeenviewedasthemostimportantgloballanguagesincethereformandopening-uppolicywascarriedoutinChinain1978.Englishhasbeentakenasamainsubjectinschoolsaccordingly.Englishlearningandteachingcanbedividedintofourparts:listening,speaking,readingandwriting.Grammaristhestudyofrulesthatarrangetheformssothatwordscanbecombinedintosentences.Nomatterinthewritingorspeaking,studentsshouldfollowtherules.What’smore,goodcommunicationwithfluencyandaccuracyrequiresgoodcommandofgrammar.Grammarteachingisanessential,inescapableelementintheteachingandlearningoflanguage(Burgess&Etheringten,2002;433)Withoutstronggrammarfoundation,learnerscouldn’tdevelopthefourskillswell.TheNewCurriculumReformhasbeenconductedsince2004.Afterthat,theEnglishgrammarteachinghasbeenchangedinsomedegree.TherequirementsoftheBasicEducationCurriculumReformstressedlearningthatfocusonreception,memorizing,andmechanicaldrillsshouldbereplacedwithinitiativelearninginclass,willingquestionexploration,collectinganddealingwithinformationafterclass,necessarycommunicationandcooperationskillswithothers.Juniormiddleschoolsstudent,whohasjuststartedtheirEnglishlearning,willbeabletounderstandthemeaningofalongsentenceandevenmasterthemainideaofaparagraphmoreeasilywithabetterunderstandingofgrammarrules.Grammarrulesarehelpfulforreadingandwritingpartslikeparaphrasingthelongsentenceintoshortsentencesormakingcomplexsentencesinwriting.Sincereadingandwritingaregettingalargerandlargerproportioninexam.Itcanbesaidthatstudentswithbetter1 四川师范大学硕士学位论文understandingofgrammarruleswillbemoresuccessfulintheexameasily.InmostjuniormiddleschoolsinMianzhu,grammarteachingisnotefficientortime-consuming.EventhoughsomestudentshavelearnedsomeEnglishgrammarknowledgeinprimaryschool,theirgrammarperformanceisstillbeyondsatisfactory.Lackingthecorrectunderstandingingrammar,studentscannotdealwithotherEnglishquestions.ViewingtheserioussituationofEnglishteachinginjuniormiddleschool,manyschoolsandscholarsintroducedtheguidedlearningteachingplan.Requiredinthecurrentteachingreform,theGuidedLearningPlanTeachingModelistryingtohelpstudentstakeactivepartinthelearningoflanguageandchangetheteachers’roleofteachingintotheroleofleadingtohaveavitalclassoflearning.Asaresultthenewmodelhasbeenintroduced.StudiesonGLPTMarebroughtintoconsiderationformanyscholars.1.2TheSignificanceoftheResearchBecauseofteacher’inappropriateteachingmethod,largetimeandenergyhavebeenpaidtothegrammarteachingmethod.ItisbelievedintheHighSchoolEnglishCurriculumthattochangepureteachingtheknowledgeonthetextbookintoadvocatingtask-basedteachingmethodandconcerningguidanceonlearningstrategiescoversthemostimportantpartofthereform.Itbecameanissueofconcernthatwhetherateachercanbringhisteachingandstudents’learningtogethereffectivelyandcultivatestudents’autonomouslearningability.That’swhytheteachershaveintroducedtheGLPTMtojuniorschoolsinMianzhusince2010.AndthisstudyfoundouttheapplyinginrealityinMianzhujuniorschoolsfromthefollowingparts:ResearchershavestudiedEnglishgrammarteachingasaperspectiveforyears.Englishgrammarteachinghasbeenappliedinschoolunderdifferentteachingmodels.Amongthesemodels,task-basedteachingmodelsandcooperativeteachingmodelarethemainmodelsappliedinschoolsbyteachersandreceivedanumberofobservationsandcasestudiesfromtheresearchers.ThisprovidestheresearcherswiththerealsituationtoanalyzeunderthetheoriesofConstructivism,Schema,ScaffoldingInstructionandotheraspects.Previousstudieshelpthefollowingresearchersandhelptheteacherstousewellthenewlearningandteachingmodelinapositiveway.SimilaritiesandconnectionswiththeGuidedPlanTeachingModel,whiletherearestillsomedifferencesamongtheseteachingmodels.2 ChapterOneIntroductionFirstly,thisresearchtestifiedwhetherthetheoryisusedinEnglishgrammarteachingpracticallyandeffectivelyinjuniormiddleschoolinMianzhu.Thewriterfoundthattherearequitemanyarticleswhichonlytelltheexperiencessummedupfromteaching,however,thereisfewabouttheapplicationintheschools.Secondly,mostpreviousresearchesaremainlyabouttheadvantagesofGLPTM,thisresearchtriedtofindouttheinfluencingfactorsoftheteachers’backgroundontheapplyingoftheGLPTM.Aftertheresearch,thefindingsgavetheteachersinthecitysomesuggestionsabouthowtodesignandusetheGLPTMaccordingtothepracticalsituations.Secondly,thisresearchexploredtheadvantagesofguidedlearningplanusedineducationalfields.Atthesametime,thisresearchextendedtheviewofresearchabouttheapplicationofguidedlearninginEnglishgrammarinJuniorhighschool.Mostoftheresearchonguidedlearningplanfocusonreading,writingandspeakingwhilefewerresearchersfocusongrammarteaching.Practically,grammarabilityisonepartwiththemostsignificanceinEnglish.Students’goodcommunicationabilityisbasedongoodgrammarskill.Grammarskill,usedtoinputandexpressthelanguage,isveryvitalforstudentstoimprovethebasicEnglishskills.Placedthecentralpartinthestudy,guidedlearningplaningrammarsatisfiestherequirementsofthenewcurriculum.Itputsemphasisonstudents’learningandstudent-centeredteachingapproach.Studentswillfinditeasiertolocatekeypointsanddifficultpointsactivelybasedonlearningplanandgraduallyformthehabitsoflearningbeforeteaching.Guidedlearningplancanmotivatestudents’initiativeandinquiryabilityatthesametime.Moreover,knowledge-basedteachingideasarealteredintoestablishingtheoneaimedatall-roundeddevelopmentofhumanbyapplyingguidedlearningplan.Tosumup,theresearchenrichedthetheoryofGLPTMandexploredtheteachingactivitiesandthestudents’activitieswhenusingguidedlearningplan.SomesuggestionsforEnglishteacherandschoolwillbegivenaccordingtothepracticalsituationintheschool.1.3OveralloftheStudyThisstudyconsistsfivechapters;thefirstchapteristheintroductionpartmainly3 四川师范大学硕士学位论文introducedthebackground,thesignificanceandtheoutlineofthestudy.Thesecondchapterisabouttherelevantliteraturereview,whichincludesthedefinitionoflearningplan,andacompositionbetweentheteachingplanandlearningplan,thedesigningrequirementsoflearningplan.Besides,inthischapter,thesepreviousrelevantstudiesaboutGLPTMwereintroduced.Thethirdchapterisabouttheresearchquestions.3questionnairesaboutthethesisandtheresearchmethodwerepresented.Theforthchapterisabouttheinvestigationresearchunderguidedlearningplan.Inthischapter,thequestionnaires,interviewandcaseclassroomobservationstudywereused.Methodstoanalyzethedatawerepresentedaswell.Allthedatafromclassroomobservation,questionnaireandinterviewwereanalyzedspecifically.Thelastchapteristheendofthestudy,themajorfindingsweresummarized.Thelimitationwillbediscussedandtheimplicationsofthepresentusedmethodwerediscussedaswell.4 ChapterTwoLiteratureReviewChapterTwoLiteratureReview2.1TheGuidedLearningPlanTeachingModelInthischapter,thewritergivesdefinitionaboutthelearningplan,teachingplanandmakesacomparisonbetweenthemwithexamplesoflearningplansandteachingplan(seeappendixⅡandⅢ).Tofurtherunderstandhowtodesignagoodlearningplantohelpstudentslearngrammar,therearetwodesignedlearningplans(beforeandafterthediscussionofteachers)tocomparesothattherequirementsondesigningthelearningplancanbetoldeasilyandclearly.2.1.1TheDefinitionofLearningPlanLearningplaniscalled“xue’an”inChinese,“Inthebook,thereflectionandreflectionofcourse--Whatcurriculumoutlookdoweneed”(RenChangong,2003).Scholarsshoulddoresearchesonwhatkindofactivitiesshouldthestudentsfollowtoobtainknowledgeandacquiretheabilities.Inthisstudy,learningplanisthecornelementofGLPTM.Tobeconsideredmicroscopically,thelearningplanwhichwecancallitastudent-centeredplanprovidedforstudentsbyteachers.Attentionsarepaidtothewayinwhichstudentsarelearningwithguidedteaching.Astheconsequencefortheteachers,learningcanpromotetheteachingwiththeguidedplanasafoundationandhelpstheteachersfocusonstudentslearningprogress.Asforthestudents,learningplanisatask,aimingatinstructingthemtolearnnewknowledgeautomaticallyanddealwiththeproblemsinlearningcourseandconsolidateafterthelearning.Inaword,wecanfigureoutthatlearningplanisaconnectionbetweentheverytwosubjects(teachersandstudents)onknowledgeacquiringDevelopingstudents’abilityisthekeypointofteaching.HighSchoolEnglishCurriculumStandardspointsouttheguidanceontheforminganddevelopingofstudents’autonomouslearningabilityandthelearningstrategiestoacquirearebridgestohelpstudentsformgoodhabitsoflearning.Duringtheteachingprogress,teachersshouldhelpstudentstolearnactivelyandformlearninghabits.TheguidedlearningplanadaptedthespiritofchangingexpressedfromtheNewCurriculumStandardsatisfyingly.5 四川师范大学硕士学位论文Becauseguidedplanistodevelopstudents’creativespiritsandtrainstudents’sanity,teachersshouldchainthelearningmaterialsandtheflexibilityofeachstudenttobroadenstudents’thinking.Inasummary,“guidedlearningplanisamodelinwhichteacherwritethelearningplantoguidethestudentstolearn”.(LiuGuixian,2010:28)Thismodelwhichincludes“self-study,groupstudy,feedback,evaluation”fullyreflectsthatthestudentsarethemainrolesinstudying,teachersarethedivisors,organizersandregulatorsofthewholeprocessoflearning.2.1.2ResearchonComposingGuidedLearningPlanBeforecomposingthelearningplanforgrammar,therearefivestepstobedone.1.Researchonthecurriculumandexamoutlineinordertosetteachingobjects.2.Researchonthehighschoolentranceexaminationtodiscoverthehotgrammarlearningandteachingpoints.3.Researchonthetestsyllabusinordertocollectthedifficultandimportantpointsingrammarlearningfromthetextbooks.4.Researchontheknowledgeinordertoconnectthenewknowledgewiththeold.5.Researchonstudents’learninglevelinordertodecidetheideaofcomposinglearningplan.Researchingonthesefiveaspects,teacherscanmakesurestudents’grammarlearningdevelopment.Inotherwords,teacherscanbeinformedwhichgrammarpointsshouldbetaughtwithguidedteachingplanandwhichmethodshouldbeproperforthestudents.2.1.3RequirementsforDesigningtheLearningPlanFortheteachers,howtodesignagoodlearningplanisthefirststeptoapplytheGLPTMeffectively.Thewritertooktwoleaningplan(learningplanbeforeandaftertheamendment)ofanobservedclassroomteachingasexamplestoanalysisthefourrequirementsofthelearningplan.Designingthelearningplanincludes4requirements:(1)ClearAimsTakingtheobservedclassroomteachingintotheresearchthereisacomparisonbetweenthelearningplans(beforeandaftertheamendment).Viewingthedifferences6 ChapterTwoLiteratureReviewbetweenthesetwo,howtoexpressaproperaimfortheguidedteachingplanisfound.Table2-1teachingaimsbeforeandaftertheaudit一、教学目标：TeachingAims：1.语言知识目标：Languageaims:1)学习掌握下列词汇：object,magic,1.Toenablethestudentsunderstandthefollowingwords:object,magic,stick,stick,hide,tail,turn…into,excite,westernhide,tail,turnsthinto,excite,westernandhowtomakesentenceswiththeseword.2)阅读短文，能按要求找到相应的信2.Toenablethestudentsfindoutmore息。detailinformationaboutwhat,howandwhybyfinishingthedesignedtasks.3)通过阅读提高学生们的阅读能力。3.Todevelopstudentsreadingabilitybyfinishingtheblanksofthemindmapso4)了解认识美猴王这一人物的大体情thatstudentscanunderstandthelogical况。structureandimportantexpressionsfromthepassage.2.情感态度价值观目标：4.Toenablestudentshelpstudentsexpress帮助学生学习传统文化，养成阅读名著，theirunderstandingaboutwhatMonkey热爱学习的好习惯。Kinglookslikeandhowheishelikeafterreadingthepassage.5.Toenablestudentsunderstandtheadverbialclauseofconditionwith“so..that”“assoonas”“unless”Moralitygoals:ToenablethestudentsunderstandthebraveryofMonkeyKingandenhancethenationalethos.Conclusioncanbemadethatclearandspecificlearningaimsplacethefirstandcanbefollowedtherestofthethreerequirements.Theaimsusuallyare:knowledgeaims,moralitygoals,abilityaims.Knowledgeisthemostimportantone.Thelearningplanshouldmeetalltheaimsclearlyandrequiresfollowingthestudyscheduleswithvariousmeanssothattheycanachievetheaims.7 四川师范大学硕士学位论文(2)PresentingtheDifficultandImportantPointstotheStudentsComparedwiththetwolearningplans,thedifficultandimportantpointsareexpressedtwoways,theformergaveanintroductiontotheaimsroughlywhilethelatergavethepointsindetailsanddesignthedifficultandimportantpointsinthefollowingtasks.Thedifficultandimportantpointscancausethestudentstoexploretheproblemsorstopthinkingatthesametime.Presentingtheimportantanddifficultpointsmustbewithenlightenmentthinkinglikeobservation,comparison,reasoning,drawingconclusions.Chancesshouldbegiventothestudentstosolveandhandlethesepoints.Duringthesolvingprocess,studentscanbuildtheirownknowledgestructureandimprovetheirownlearningability.(3)Question-guidedLearning“Guidedquestions”arethechaintolockallpartsofthelearningplantogether.Designingthequestionsshouldmatchwithstudents’cognition.First,theguidedquestionsshouldmeettheknowledgeline,teachershouldpointouttheknowledgepointsanddesignthemintodifferentlevelquestionscombinedwiththedifferentlevelofstudents’cognition.Second,theguidedquestionsshouldbegivenwithproper“learningstrategies”.Cultivatingstudents’learningabilityisaprocesstodesignwhatquestionsshouldbegivenandhowthequestionsshouldbegiven.(TheQuestion-guidedLearningareanalyzedindetailsintheclassroomobservation)(4)RecommendHomeworkHomeworkrecommendedandeditedbytheteachershouldmeetdifferentstudents’need.Homeworkshouldbenefitstudents’discoverlearningtomotivatestudents’thinkingintheprocessofdealingwiththedifficulties.2.1.4TheMainDifferencesbetweenTeachingPlanandLearningPlanTakingthelearningplan(appendixⅢ)andtheteachingplan(appendixⅥ)asexamplestomakeacomparison,wefoundthatthelearningplanisbothforthestudentsandteacherwithmoregivendirectionsandinstructionswhiletheteachingplanjustfortheteacherandonlygivesaroughteachingproceduresfortheteachertofollowintheclass.Designingthelearningplanrequirestakingstudents’reallearningsituationintoconsiderationandtreatstudentsasthemainroletofacilitatewithautonomouslearning.8 ChapterTwoLiteratureReviewHowever,theteachingplanistocompletetheteachingtasks.Themaindifferencescanbeseenasfollowing:Table.2-2themaindifferencesbetweenteachingplanandlearningplanGuidedLearningPlanTraditionalTeachingPlanStudentscentered,teacherguidedTeachercentered,studentsfollowFocusontheactionsbetweenstudentsandteachersFocusonteachers’givenactivitiesConcernwhatandhowtolearnConcernwhattoteachExplorationsafterclassExercisesafterclassGiveaneyeonthefollowingseriesproblemsGivenaneyeonthesimilarquestionsFromtheguidedplan,qualityeducationsthatfocusonthestudents-centeredandteacher-guidedteachingmethodareadvocatedintheclass.Theguidedlearningplanmodelisdifferentfromthetraditionalmethod.2.2TheDefinitionofGuidedLearningPlanTeachingModelTheGuidedLearningPlanTeachingModelcanbeunderstoodastousethelearningplanintheprogressoflearningandteachingwiththeguidanceasthemethod.Theguidedteachingmethodstressesthedesigningandorganizationofthelearningplan,theplancanhighlighttheguidanceoftheteacheranddominationofthestudents.Theguidedteachingmethodisthepositiveinfluenceonstudentstoachievethemselveswhichisbeneficialtodevelopthecreativethinkingandimproveself-awarenessonstudents.TherearequiteafewdifferencesonthefollowingaspectsbetweenthetraditionalteachingmethodandtheguidedlearningplanmodelTable.2-3themaindifferencesbetweentraditionalteachingmethodandtheguidedlearningplanmodelFactors/TeachingmethodGuidedLearningPlanTraditionalTeachingTeachingModelMethodTeachingobjectivestofocusonthedevelopingtohelpstudentslearnlearningcompetencesandknowledgeknowknowledgeaswell9 四川师范大学硕士学位论文Thepositionofstudentsandstudentsarethemainbodytoteachercontrolsalltheteacherbeguidedandteacheristhestudentandtheclassguideinknowledgeacquiringprocessesasteacherdesignedandhabitforming,teacherandstudentsworkouttheclasstogetherTeachingmethodguidedlearningandexpositorymethodelicitationmethodLearningmethoddiscussion;cooperativepassivelearninglearning;individualthinking;communicationRationbetweenlearningandLearningasthemainandteachingasthefirstandteachingteachinghelpstoguidethelearningasbetaughtrightway.Teachingorganizationcombinationofindividual,combinationofindividual,groupandwholeclassgroupandwholeclassTeachingevaluationprocessevaluationsummativeevaluationGuidedLearningPlanTeachingModelpaysattentiontostudent’smainpositionandteacher’sleadingposition.Studentscultivateagoodhabitoflearningandchangetheirstudyfromwhattoknowintowhattolearn.Inaddition,thelearningmethodturnsteacher’sclassfromatraditionalclosedexpectedmodelintoadevelopedopenunexpectedmodelsothatchallengesarealongthewayofapplyingthemethodinteacher’steachingreforms.2.3GrammarTeaching2.3.1GrammarinForeignLanguageTeachingGrammarforthelanguagelearnersis“anessential,inescapableelementintheteachingandlearningoflanguage”.(JohnBurgess&SianEtherington,2002:433)Besidesgrammarearnsthepositionasthelanguagelearninggoingfurther.Grammarteaching,definedbyBorg.(1988;10)is“instructiondesignedtoenhancestudents’awarenessofmorph-syntacticfeatureofalanguage”HowEnglishgrammarshouldbetaughtisalwaystheissuewithhotdiscussioninlanguagestudyfortheover40years(Ellis,2001)Grammarteachingis“thepresentationandpracticeofdiscretegrammarstructure(Ellis,2006)Traditionally,grammarteachingconsistsboththepresentation10 ChapterTwoLiteratureReviewandpracticeofgrammaritems.“Theactivitywhichlearnersdiscovergrammaticalrulesbythemselves”(Ellis,2001)ishardlyseenwhile“nopresentationbutonlypractices”isquitefrequentlyseen.Thewholegrammarlearningprocessisjustbyexposingthelearnersinthetargetstructurewithalotofdesignedexamplesprovided.Meanwhile,teachers’feedbackduringthelearningactivitieslikecorrectingthemistakesisalwaystoteachgrammaraswell.Therearevariouswaystogivegrammarteachingwhichleadingdifferentapproachesforteachingandlearningsecondlanguage.Grammartakesupthecornplaceintraditionalapproachesofteachinggrammar(Dai&Chen,2008:4)“Grammar-TranslationMethodisthecommonapproacheswhichrequireslearnersanalyzeandstudytherulesatthebeginningtimesothatlearnersthentosolveothersimilartranslationtasks”(Richard&Roger2001:3)Meanwhile,intheteacher-centeredclasses,teachersoftengivethepracticelectureswithmothertongue.ThislearningwayistryingtohelpstudentsmastergrammaticalrulesasthemainpurposeofEnglishlanguagelearningandteaching.Atthesametime,thelearningfocusesprimarilyanddeliverstheclassdeductively.GrammarteachinginDirectMethodandStructuralismApproaches(likeInstitutionallanguageTeachingandtheAudio-lingualMethod)istaughtinductively.Bothaccuracyandgrammarknowledgeareemphasizedinthesemethodsaswell.Drillspracticesinstructuralismmethodbenefitstudentsinunderstandingandproducingthelanguagealthoughcriticized.Nunanclaimed,“thereisnothingwrongwithdrills,...Theyareanessentialingredientinthelearningprocessformostlearners,andprovidetheenablingskillsforlatercommunicativeperformance.Itisnotbadofdrills....theyareessentialformostlearners,anditenablethelearnerstobemorecapableinusingthestructureincommunication”(1989:43)2.3.2GrammarTeachingintheNationalEnglishCurriculumAstheNationalCurriculumexplained:“ThefocalofthereforminNationalCurriculumistochangethesituationwheretoomuchemphasisisputontheexplainingofknowledgeofgrammarandvocabulary,andthestudents’communicativecompetenceisignored(Chen&Wang&Chen,2002)”11 四川师范大学硕士学位论文TheNewNationalCurriculumemphasizeshowtoteachthegrammaroutoftraditionalwaywithoutignoringgrammarteaching.Meanwhile,cultivatingstudents’communicationcompetenceandenablinggrammarknowledgeinlanguageusingareemphasizedintheNationalCurriculum.Inotherwords,TheNewNationalCurriculumdecreasestheexplanationofgrammarrulesandgrammarforms;instead,TheNewNationalCurriculumincreasestheimportanceofmasteringgrammarprinciplesthroughusingthelanguage.Moreover,NewCurriculumadvocatestasksforstudentsthroughwhichstudents’“skills”oforganizingideasandlanguageknowledgecanbeimproved.Requiredtousegrammarproperlyandexpressionsindifferentcontexts,learners’languageusingabilitywillbedevelopedthroughsuchpractice.2.3.3GrammarTeachingWithLearningPlanTeachingobjects,grammarlearningmaterialsandstudents’understandingbeforeclasshelpcomposethelearningplan.Usuallyeachguidedlearningplanisdesignedwithbottom-up,top-downandinteractivemodels.Guidedlearningplanshouldmatchthelearningprocessandservedwithgrammarlearningguidancesentences,explanationforthegrammar,discussingandconcludingarefollowedtohelpstudentssummarize.1.PresentingtheLearningPlanHowandwhentopresentthelearningplan?Accordingtothetrainingobjects,therearetwowaysofpresentingusuallybeused.(1)Givethelearningplanbeforeclass.Usuallythetargetgrammarpointofeachunitisamongthereadingtext.Studentsareassignedtolearnthetextindependentlyanddiscovertheproblemsandsolvethemundertheguidanceoflearningplan.Itaimsattrainingstudents’learninghabitslikeself-learningandgoodpreparationbeforeclassandcultivatingstudents’grammarabilitylikesummarizingandapplyinggrammarrulesatthesametime.Afterstudents’pre-learningthroughlookingupthetextbookandreferencebooks.Teachersshouldcollecttheproblemsthatstudentshavemetsothatstudentsandteacherscoulddiscuss;cooperateandmakeexplanationonthebasisoflearningplan.(2)Givethelearningplanduringtheclass.Duringtheteachers’lectures,learningplanisdistributed.Thelearningplanrequestsstudentstostudythelearningmaterialsfromthetextbookandconnectthemwiththelearningmaterialsfromthelearningplan12 ChapterTwoLiteratureReviewthroughsummarizing,paraphrasingortranslatingtheinformationfromthetext.Thislearningplanisappliedwithgroupworkorpairwork.Teachersareusuallyencouragedtoapplylead-inpartinthelectureandhelpstudentsclassifythelearningobjects,importantanddifficultpointswiththehelpofmultipletechnologicalaids.2.ApplyingtheLearningPlantoGuideGrammarTeachingandLearning.Howtousethelearningplantoguidethegrammarteachingandlearninginclassisanessentialproblemtosolve.Therearetwodifferentwaystoteachthegrammarbasedonhowthegrammarknowledgeisinformedthroughthetextbook.Usuallysomegrammarpointsaresummarizedfromsomereadingpassagesandthereisgrammarfocuspartineachunitaswell.Asaresult,therearetwowaysappliedintheguidedlearningplan.(1).WorkingwiththeGrammarPointsdigestedfromtheTextStudentsareencouragedtodealwiththelanguageandgrammarpointsfromthereadingmaterials.Usuallythelearningplansaredesignedasthefollowingthreemodels:(a)DealingwiththeVocabulariesandPhrasesStudentsareencouragedtofindthenewwordsandimportantwordsandcollectthephraseswithgivenChinesetranslationsfromthepassage.Sometimesstudentsareinstructedtomakesentenceswithfurtherdevelopments.Vocabularyandphraseslearningareamongtheeachunitandthereisaspecialdesignedunitfordifficultcertainlanguagepoints,forexample:thecomplexsentencesamongthereadingpartofUnit6ingradeeight(Seethesamplelearningplan)(b)DealingwithSentenceandPatternsSentencepatternsaremorecomplicatedthansimplewordsorphrases.Usuallythesentencepatternslearninggoeswiththreesteps:presenting,concludingandpracticingBeforetheclass,studentsarerequiredtofindthetargetsentencefromthetextandtrytomakeaconclusionaboutitsothatstudentscouldfinishtheexerciseatlast.Forteacherstheypayattentiontocheckinghowmuchthestudentshavemasteredandwhethertherearesomemistakesneededtocorrectorexplain.(2)WorkingwithaWholeGrammarUnitAwholegrammarpointformiddleschoolstudentsareusuallylearnedinthethirdyearinjuniormiddleschool.Itisnotonlyhelpfulforthelearnersmasterthegrammarpointsbutalsohelpsthestudentssummarythegrammarknowledgetheyhavelearned13 四川师范大学硕士学位论文inthepast2years.Teachersusuallypresentthegrammarasaspecialtopicliketheobjectiveclauseseries.Givenfulldefinition,difficultandimportantpointsoftheobjectiveclausewithclassicalexercise,studentscanreviewandsummarythisgrammarpointwithawholeunderstanding.Insummary,grammarknowledgelearningappliedtothelearningplaniseitherwiththeotherknowledgeorinawholelearningunit.2.4ReviewoftheEmpiricalStudiesGuidedLearningPlanTeachingModelpresentedthehuman-orientedideasinthedesigningandtheemphasistheimportancetoguidelearning.TheoriesstudyingtheGLPTMabroadarehardtofindbecausethereisnocertainlearningmaterialsliketheguidedplanoutsideChina.HoweverteachingmodelabroadsharesthesimilaritieswiththeGLPTM.Suchas:ElicitationTeachingTheory(Socarates)describestheideaofguidanceinlearning.ScaffoldingTeachingModelisaimedatconstructingthelearners’intersknowledgewiththeleadingroleoftheteachers.TheoriesincludingGagne’sTeachingmodel,Bruner’sDiscoveryLearningModel,Suchman’sInquiryTrainingTeachingModebasedonfocusingthemainroleofthelearnersandemphasisdevelopingstudents’autonomouslearningandlearningstrategies.InChina,GLPTMdatesbackto1990swhenNo.1MiddleSchoolinJinhua,Zhejiangfirstcameupwiththeconceptof“learningplan”incontrastto“teachingplan”andincorporatedtheconceptintothepracticeofteaching.Thisnewteachingmodelprovokesanawfulreverberationinthefieldofeducationacrossthecountry.NumerousexpertsandscholarssincethenhavebeenfocusingtheirattentiononGLPTM.AmongthemareProf.Jia(2004)whoholdsthatGLPTMisapotentialandpromisingteachingmethodandLiZhihou(2009)whothinksthattheGLPTMcreatesapositiveecologicalenvironmentwhereinformationcouldbetransferredeffectivelyintoknowledge.Yang(2014)talkedaboutthemoreeffectivewayongrammarteachingwithguidedlearningandputaneyeontheacademicfoundationofstudentsbeforeapplyingtheGLPTM.Somearticlespublishedinrecentyearshavealsoexploredguidedlearningplanwhichcouldbeincludedasfollowing:Fan(2003)andGao(2006)explainedthatautomaticlearningshouldbeconductedwiththehelpofguidedlearningplan,exploringhowtoswitchthelearningfrompassivesintoinitiativeandcultivatingabilitiesduring14 ChapterTwoLiteratureReviewtheapplicationoftheguidedplan.ZhongandLei(2009)analyzedtheguidedteachingmethodfromtheangleofconstructivism,exploredtherolechangingbetweenteacherandstudents.Liu(2002)discussedtheguidedplanfrompsychologychangingineducation.Self-learningskill,creativethinkingabilitiesarethetargetundertheadaptionofapplyingtheguidedplaninstudentslearning.Liu(2013)discussedthedesigningoftheguidedplanwhichincludesthreetypes:thepreviewlearningplan,theguidedplanduringteachingandtheconsolidationplanforreviewingknowledge.Thesethreedifferentplansaredeliveredbefore,duringandaftertheclass.Researchesontheresultaftertheapplyingofthenewmethodarequitecommon.Forthestudentsundereducation,theseresearchesemphasizethechangingonthescoreandattitude,stressedtherolechangingonteacher.However,fewresearchersconcernhowtochangetheattitudeespeciallythecertainfactorsinfluencingtheadaptionandapplyingthenewmethod.Therefore,thisstudyexplainedtheadaptionontheapplicationundertheinfluencingfactors.2.5TheoreticalFramework2.5.1ConstructivismConstructivismarguesthathumanbeingsconstructknowledgefromtheirownexperience.ThemostinfluentialandfamousSwisspsychologistJeanPisget(1896--1980),viewschildren’sknowledgedevelopmentsarewiththeinteractionofenvironment.Theinteractionincludestheassimilationandaccommodation.Childrencanachievebalancethroughthesetwoparts.Fosnotdefinesconstructivismas“alearner-centeredenvironmentwhereknowledgeandthemakingofknowledgeareinteractive,inductiveandcollaborative,wheremultipleperspectivearerepresented,andwherequestionsarevalued.Thefundamentalpremiseofconstructivismisthatlearnersactivelyconstructtheirownknowledgebyanchoringnewinformationtopreexistingknowledge.”(Stromment&Lincon,1992:57)Fortheteachers,constructivismencouragesthattheprocessoflearningshouldbelearner-centeredwiththeguidanceofteacher.Itissuggestedstudentsarethesubjecttotheinformationprocessing,theyreceivetheknowledgepassivelyandconstructthe15 四川师范大学硕士学位论文meaningactively.Constructivismbelievesstudents’learningexperienceisanelementthattheteachercannotignoreintheteaching.Thenewknowledgeshouldnotbeinstructeddirectlyorroughly.However,teacherspresentthenewknowledgebasedontheirownteachingexperience.Duringtheteachingprocess,teachershouldbealistenertolistentothestudents’opinions,beahelpertoenrichtheirexplanationandbeanadvisertoinspirethemtothink.Inordertoachievethis,teachersshouldachievetheserequirementasfollowingaspect:first,teachersshoulddesignactivitiestoarousestudents’enthusiasmandmotivationinlearning;second,thedesignedactivitiesshouldcovertheformerknowledgeandconnectnewknowledgebycluesintheteachingcontents;third,teacherencouragescooperativelearningandbeaguideinthewholelearningprocess.Ifnecessary,teachersshouldofferhelptothestudents.Asforthestudents,constructivismsuggests:“studentstoparticipateactivelyandconstructtheknowledge.Learningisintentionalandadynamicprocess,theconstructivistclassroomistosupportstudentstopurselearningactivelyandstrategicallyasagoal.(Jonassen,1991:50)”“Intheprocess,studentsinvolvedinconnectingtheirpersonalknowledgetothenewknowledgesothattheycanbuildthenewpersonalinformationorknowledge.Knowledgearisesfromactionsandthelearners’reflectiononthem.(Piaget,1974:22)”Studentscollectandanalyzetheexistingknowledgetoconstructmeaning.Insummary,leaner-centeredteachingmodel,advocatedintheconstructivism,stressesnotonlytheplaceofstudentsinlearningandteachingbutalsobeinganactivepartintheprocessofknowledgeconstructing.Certainly,theteacheristhehelperandfacilitatorofmeaningconstructioninsteadofapersonwhojustinputtheknowledgeintostudentsdirectly.Thestudentsprocessinformationactivelybyconstructingthemeaningautomaticallyinsteadofbeingthepassivereceiver.Inaddition,constructivismpromotesdiscoverylearning,task-basedlearningandcooperativelearning.Constructivistsarguelearningistoacquireknowledgebutnotacquiredthroughteachers’lessons.Studentsacquiretheknowledgethroughthemselvesmeaningfully.2.5.2HumanismLearningTheoryAccordingtoHumanismLearningtheory,humanpotentialgrowswithproper16 ChapterTwoLiteratureRevieweducationgiventodevelopactualization.AbrahamMaslow’stheoryofaHierarchyofNeedindicatesthatindividualpotentiality,whichincludescognitiveneeds,aestheticdevelopmentandattainmentofself-actualization,isrelatedtothegrowthneeds.Fromthisview,weknowthedevelopmentofhumanisneededthroughprocedures.Whenchildrenarepuzzledinlearning,externalinputcannotfulfilltheirnaturalneeds,onlybeguidedtosolvetheproblemcanthechildrenmeetthefulfillmentofindividualpotentiality.Autonomouslearningissuggestedtofulfillthepotentiality.Rogerscontendsthat“theeducationobjectiveistodevelophuman’sadaptabilityandautonomy.Learnerscantakeresponsibilityfortheirspontaneousactivities,usetheirexperiencefreelyandcreatively,cooperateeffectivelywithothers.”(ZhaoLiming,2005:10)Rogersbelieves“teachersandstudentsassumeresponsibilitiestogetherfordecidingcurricula,plansandmanagement;teacherssharetheirlearningexperienceandotherresourceswithstudents;studentsareallowedtomakelearningplansalongwithpeers;facilitatingatmosphereisprovided”(Ye,1998:585,c,f,Zhao,2005:11)Humanisticapproachdevelopsanewwaytodeveloplearner-centeredclassandfurthertheautonomouslearningofalanguage.Thehumanisticapproachadviseslearningexperiencetakesplaceinordertodevelopthelearner’ssenseofpersonalidentity;Teachingisawaytosharptheunderstandingoflearningmaterialsratherthaninputtheviewfromteachers.Aimingatreachingthegoal,Leaner-centeredTeachingPlanpermitstodealwiththelanguagedifficultiesandfocusindividually,helpingthestudentspredictteacher’spoints,exploreanddeveloptheirownpointsduringthelearningprocedure.Fortheteachers,theymayadjustthegoalsaccordingtotherealsituation.2.5.3TheZoneofProximalDevelopmentRussianpsychologistVygotskyintroducedTheZoneofProximalDevelopment(hereabbreviatedasZPD).Itisdefinedas“thedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandlevelofpotentialdevelopmentas17 四川师范大学硕士学位论文determinedthroughproblemsolvingunderadultguidance.Orincollaborationwithmorecapablepeers.”(Vygotsky,1978:86)TherearetwolevelsofcognitivedevelopmentaccordingtotheZPDtheory:thecurrentdevelopinglevelandthepotentialdevelopinglevel.Vygotskybelieveschildrencansurpassthecurrentcognitivelevelandknowmorethroughinteractionandassistance.ZPDexplainsVygotsky’sideaonhowthelearninghappensandprogresseswhichtellthatstudent’scurrentcompetencelevelhelpsbuildthehigherlevel.Basedonthetheory,Krashendevelopedtheprinciple“i+1”(1985)whichclaimsthatknowledgeforthelearnersshouldbeexposedbeyondtheircurrentlevelsothatthelearnerswillchangethemselvestoprogress.What’smore,theZPDtheorygivesacleardelineationontheselectedcontentsforthestudents’self-learningwhichbuildsthetheoreticalbasistoselectanddecidetheteachingobjectives,teachingpreparationandteachingprogressdesigning.Tooperatetheteaching,weshouldfollowtheprinciples:(1)Studentsshouldgothroughtheself-studypartpreviouslybeforeclassifthenewknowledgeoccursinthesameasstudents’currentcompetencelevel.(2)Studentsshouldgothroughthelearningmaterialsundertheguidanceoftheteachersifstudents’currentcompetencelevelisnotenoughtoacquirethenewknowledge;thefactistheteachershouldfindtheproperwayofpresentingtheknowledgefromthetextsothatthestudentscoulddealwiththeknowledgemoreeasilybythemselves.18 ChapterthreeMethodologyChapterthreeMethodology3.1ResearchQuestionsInthisthesis,therearethreequestionsaboutGuidedLearningPlanonGrammarusedinEnglishgrammarteachingneededtobeexploredandanswered.1)IsGLPTMeffectiveusedbytheteacherstoimprovetheeffectofgrammarteaching?2)Whataretheteachers’characteristicsofthecognitiveaboutapplyingtheGLPTMtogrammarteachingintheschool?3)Whatarethefactorsfromteachers’backgroundinfluencetheapplicationoftheGLPTMintheschool?3.2ResearchSubjectsandParticipantsSomestudentsandteachersarechosenfromMianzhuJuniorMiddleSchoolasthesubjects.Thereare158studentsfromthreeclassesingradeeightparticipatedinthequestionnaire.Theschoolarrangestheclassesatrandomintheseventhgrade.However,afterlearningEnglishfortwoyears,differencesmaydevelopamongthethreeclasseswhentaughtwiththeGLPTM.StudentsformeddifferentviewsontheGLPTMappliedwithdifferentteachers.Besides,studentsfromgradeeightaremorematurethanthefirstyear.Teachersingradeeightneedtohelpstudentsreviewthegrammarpointslearnedlasttermandintroducethemostdifficultgrammarpointliketheattributiveclauseandtheperfecttenseinthisterm.Table3-1studentsparticipatedintheresearchClassteacherstudentsThehighestscoreThelowestscoreAveragescorenumber7th8th7thgrade8thgrade7thgrade8thgradegradegrade19 四川师范大学硕士学位论文ClassASampleA52999667218265.5ClassBSampleB531009772157969ClassCSampleC531009757128967.5Fortheparticipantstudentsintheresearch,asisshowninthetable3-2,Comparedthetwogradesonthe7thand8thgrade,thereareclearchangesonthethreeclasses:classBarewithagreatimprovementontheaveragepoints.Withdifferentteachers’applicationoftheGLPTM,studentsintheclassesdevelopeddifferentlevelsoflearninghabitandgetdifferentgradesinexams.Forthisresearch,thewriterinvitedallthe22Englishteachersintheschooltotakepartinthequestionnaire.Meanwhile,thewriterchosethreerepresentativeteachersandtheirclassesfromgradeeightasparticipantstostudytheresearch.Detailsanddifferencesaretoldinthefollowingtables.Table3-2theteachersparticipatedintheresearchGradeamountGenderAgeTeachingageTitleoftheteachersMFOlderLessMoreLessSeniorFirstSecondthan40than40than15than15levellevelGrade82635440087Grade71634340168Grade71625430169TheteacherparticipantsofthestudyareJuniorHighSchoolEnglishteachersofMianzhuMiddleSchool.WhatisshowninTable3-1tellsthatamongthewhole22teachers,femaleteacherstakesthemostpartofthewholegrouplikethegeneralgendersituationofmostmiddleschools.Ontheopposite,themaleteachersaretheverysmallpartofthegroup.Fromtheagepart,teachersbeneath40-year-oldtakes63.6%ofthegroupwhichexpressedthatEnglishteachersareayounggroupwithopenwillstowelcomeanewmethodandappliedintheirteaching.Aboutthetitle,only20 ChapterthreeMethodologytwoteachersgotthefirsttitleand91%oftheEnglishteachersaresecondleveltitlewhichindicatesthereshouldbemoretrainingtohelpthemfurthertheircareer.(ObservedfromtheEnglishgroupmeetingduringtheresearch)3.3ResearchInstrumentsandResearchMethodInthisresearch,documentstudieswerefirstused.Thequestionnairesrelatedtoteachers’applyingofguidedlearningplaningrammarteachingwereused.Interviewreferstoakindoffundamentalresearchmodelwhichneedstohaveaface–to-faceinterviewwiththerespondentstogetafurthermoreunderstandingabouttheirrealideasandbehaviors.Interviewstothreerepresentativeteachersofthecognitionintheapplyingofguidedlearningplaningrammarteachingwereconducted.Acasestudywhichincludingdetailsinterviewandclassroomobservationweretakentofurtherthedetailsandrichtheinformation.Classroomobservationwasusedaccordingtotheempiricalstudiesaboutthegrammarteachingatlast.Threequestionnaireswereusedintheresearch.Inthefirstquestionnaire,students’understandingaboutgrammarwasfoundthroughthequestionnaires(AppendixⅠquestionnaireone)andtheiropinionontheguidedlearningplanwascollectedthroughthequestionnaire(AppendixⅠquestionnairetwo).Thelastquestionnaire(AppendixⅠquestionnairethree)isadaptedfromBurgessandEtherigten(2002)andtherearethreeaimstoachieveinthequestionnaire.Thelastquestionnairefoundsomethingfromtheteachers:Teachers’viewaboutgrammarroleinlanguageteachingisthefirstfouritems(item1,2,3,4)followingthat,teachers’attitudeaboutgrammarteachingaretakeninthenextthreeitems(item5,6,7)inthefirstpart.Thesecondpartofthelastquestionnaire(thefollowing8items)fortheteacherswilltrytoanalysistheexternalfactorsinfluencingtheapplyingoftheGLPTMinclassonteachers.Besides,theinterviewsaredesignedbasedonquestionsaboutteachers’comprehensiveviewontheapplicationoftheGLPTM,especialviewsonthegrammarteachingtrainingprogramsfromschool,thewayofgaininggrammarteachingexperienceofGLPTMwerecarefullytakenfromtheinterviews.Forthequantitativepart,dataanalysiswouldbeconductedinthefollowingsteps.Firstly,afterthequestionnairesarereturned,eachofthequestionnairewouldbeexaminedbythewritertomakesurethatitisansweredproperly.Then,theresearch21 四川师范大学硕士学位论文wouldexcludethosewhichdonotmeettherequirements.Secondly,thealternativesofthequestionnairesarerangedfrom“totallydisagree”and“disagree”,“agree”and“totallyagree”Responsesonindividualitemswerereversedbeforetheywerecomputedforeachoftheanswers.Thirdly,thedatawerecomputedintoExceltoanalyze.Thenscriptsofthediscussionswiththeobservedteacherandtheanswersfromtheteachersinterviewedthroughface-to-facetalkwouldbeexaminedtoexploretheirgrammarteachingwithGLPTMindetailsandthereasonsfortheclassroomteachingactivitiesaswellasthediscrepanciesbetweentheirgrammarcognitionundertheGLPTMapplyingandtheirteachingpractice.Afterthat,allofthescriptswouldbetranslatedintoEnglishandrecordedwithwords.Abouttheclassobservationpart,thewriterwoulddescribetheclassindetailsandfindsomebehaviorsfromstudentsaccordingtotheteacher’sclassbehaviorsanddeeplydigoutteachers’grammarpedagogicalunderstandingofGLPTMandtherealteachingsituationwiththeGLPTMinthecaseschool.22 ChapterFourFindingandDiscussionChapterFourFindingandDiscussionThepreviouschaptershaveillustratedthebasicknowledgeofguidedlearningplanmodel.Withtheimplementationoftheguidedlearningplan,someteachersinMianzhuMiddleSchoolhavecarriedoutsometeachingactivities.Inthischapter,thewriteranalysestheresultsofquestionnaires,classroomobservationandinterviewssystematically.4.1AnalysisandResultsoftheQuestionnairesThe158copiesofthequestionnairesaregivenouttothethreeclassesandtotallytakenback.Allthe158studentsfromMianzhuMiddleSchoolhaveansweredthequestionsindividually.AlltheEnglishteachersintheschoolfinishedthequestionnaireandthreeofthemtookpartintheinterview.AllthedataiscollectedandanalyzedasfollowingwithExcel.4.1.1AnOverviewofStudents’AttitudeonGrammarandGrammarLearningTable4-1anoverviewofstudents’attitudeongrammarandgrammarlearningQuestionsResultscollectionsABCD1.Youareinterestedingrammarandwouldliketotakepartinthegrammarlearning22201898actively.2.GrammarlearninghelpsuslearnotherpartsofEnglish.1617171083.GrammaristhehardestpartofEnglishinjuniormiddleschool.325618524.Youareclearaboutallthegrammarpointsfortheseniorhighschoolentrance26415041exam.5.YouaresatisfiedwiththewayyourteacherdeliversEnglishgrammar.404636366.Youcanstudythetextbookthroughthelearningplaninadvance.305160177.Youalwaysfinishthepre-learningtasksbeforeclass.304235518.Youcanstudygrammarafterclassthroughinternetandthereferencebooks.354431489.Youcansummarythegrammarknowledgethatyoustudiedafterclass.2036406210.Youcanknowmoreaboutthegrammarpointsthroughtheexerciseafterclass.3021485911.YoubelievethatyoucanstudyEnglishwell.21115274A=totallydisagreeB=disagreeC=agreeD=totallyagree23 四川师范大学硕士学位论文Questionnaire1mainlyshowsstudents’attitudeonthegrammarandgrammarclassinschool.Itcanbeseenthatabout73%areinterestedingrammarandbelievesthatgrammarisapartthatcannotbeignoredinone’sEnglishstudy.TheybelievegrammarlearningishardforthemwhiletheirattitudeonEnglishclassisquitedifferent.(Item1,3,11)DataabovecouldtelleventhoughtheNewTeachingReformhasbeencarriedforyearsandtheguidedlearningmodelhasbeenintroducedintotheschoolforfiveyears.SometraditionalgrammarteachingmethodsareencouragedtochangeintosomemethodsthroughwhichStudentscanhavethechancetodeveloptheirautomaticstudyingability.Guidedlearningmethodwasputintopracticewellinthegrammarteachingclassinthemiddleschool.However51.8%ofthestudentshardlycanlearnthetextbookinadvanceand46%ofthestudentsfailedtomeettherequirementofpre-learninginthelearningplan(item6.7)Studentsneverdothetaskbeforeclassorevencopyotherstudent’shomeworkiftheirEnglishteacherisseriousandwanttocheckthetasksinclass.Thereareabout54%studentswhothinktheirEnglishclassisboringandnotsatisfiedwiththemethodtheirteacherused(item5)Onlyabout44%studentsaresatisfiedwiththeirteacher’swayofteachingEnglishgrammar.Moststudentschoosetoaskforhelpwhentheyhaveagrammarquestion,onthecontrary,50%ofthestudentsarenotwillingtostudythequestionafterclasssincetheirEnglishteacherwillnotchecktheanswerinclass.Theyhavenoideathattheycanbenefitalotfromthetimewhentheyarestudyingbythemselves.(Item8)Dataaboveindicatesthatstudentsinthemiddleschoolarelackofagoodhabittolearngrammar.Inthetermofstudents’opinionstowardstheirEnglishteacher,mostofthestudentsrespecttheirteachersandhisclass.Insomesense,theyareafraidoftheirteachersratherthanfondoftheteacher’slesson.54%ofthestudentstotallydisagreewiththewaytheirteachergavegrammarlessons.Nearly35%ofthestudentswouldnotsummaryafterclass,32%ofthestudentsfailedtoknowmoreaboutgrammarpointthroughtheexercise.Afterthecommunication,thewriterfindsthefollowingreasons:(1)Theyhave24 ChapterFourFindingandDiscussionnoideaaboutthegrammartheyarelearning,withthelearningplantheycanfindcommonlanguagepointswhicharepracticedintheexercise.Howeverwhenstudentsaredoingtheexercisewithouttheexplanationofthegrammarpoint,theymaymakemistakes.(2)Exercisefromtheteachersisenoughforthemtodo,moreexerciseandpracticearegoingtotakethemtoomuchtimeinEnglishlearning.(3)Goodwebsitesandreferencebooksarenotadvisedbytheirteachers,sincetheteachertakechargeoftheirgrammarlearning,theteacherswillgiveenoughpracticeandexercise.Itisnotsurprisingthatthestudentsfindithardtoadaptthelearner-centeredmethodlearningwithoutagoodhabitoflearning.Fortheteachers,students’foundationoflearningabilityfromthefirstyearinjuniorschoolmayaffectteachersontheusingoftheguidedplanintheirclass.Asfortheteacher,itisquiteeasyforteachersduringgrammarteachingin“keyclass”andclasswithwellformedlearningatmospherearemorelikelytobestudents-centeredandlessinformation-centeredinclass.Thequalitativeanswersfromtheinterviewedteachermaytellsomeinformation:InterviewQuestion5:Howisthestudents’foundationongrammarlearning?Accordingtoit,canyoufullyusetheguidedplantoteach?ExampleTeacherA：Inmyclass,thestudentsusuallyunderstandmyexplanationofthegrammarrulesandcanidentifywhatthegrammarpointiswhentheyareusingtheguidedplan.Itishardtodescribeeachstudent’sfoundationbecauseeveryoneisdifferentandunique.IcanusetheguidedlearningplanformyteachingaccordingtheteachingsituationIamfacinganddealing.ExampleTeacherB:Studentsaredifferentfromonetoonebutwhattheaveragescorescantellisthatstudentsinmyclassarethebeststudentsingrade8.Iliketousetheguidedplaninmyteachingandevenfurther.Isometimesintroducesomesimilargrammarpointlikethepastperfecttensetomystudentsbecausetheyareveryeagertoknowtheknowledge.ExampleTeacherC:Studentsinmyclassarequitedifferent,25 四川师范大学硕士学位论文aquarterofthemarewithaverygoodfoundationofEnglishlearning.UsuallyIwillusetheguidedlearningintheclass.Asisstatedbytheteachers,intheircomments,theyfoundtheyhavesomedifficultiesinusingtheguidedplaningrammarteachinginaproperwaybecauseofthedifferentfoundationbetweendifferentclasses(exampleteacherA&B)andthedifferentfoundationbetweenstudentsinoneclass(exampleteacherC)4.2Factorsinfluencingstudents’adaptionoftheguidedplanInrelationtothefactorsthatmayinfluencetheapplicationonstudents,thestudydiscussedthefactorsfromthetimeofdelivering(item3,4);supplementafterlearning(item6);confidenceafterstudying(item7)andselfassessmentafterstudying(item8).Table4-2revelstheresultsafterthesurvey.Table4-2Factorsinfluencingstudents’adaptionoftheguidedplanQuestionTotalABCD%%%%%Item110033.523.132.211.2Item210014.211.436.737.7Item310010.89.246.733.3Item410020.726.829.423.1Item51009.321.453.815.5Item610015.820.736.227.3Item71006.45.763.224.7Item810027.825.637.88.8Thesurveyshows80%ofthestudentspreferthatthelearningplanshouldbedeliveredbeforeclass(item3),and57.5%ofthestudentsdisagreethattheguidedplanshouldbedeliveredintheclass(item4).Abouttheproportionofthegrammarlearningintheplan,69.4%ofthestudentsthinkthegrammarlearningtakesalargeproportionintheguidedlearningplan.Afterstudyingundertheguidanceoftheplan(item6),63.5%ofthestudentscanfinishthesupplementoftheplanand87.9%ofthestudentsgainedconfidenceinthelearningthroughexercise(item7&8).Fromthesurveydataanalysis,wecanconcludethat1)Todelivertheguided26 ChapterFourFindingandDiscussionlearningplan,thebesttimeshouldbetodeliverbeforeclasssothatthestructureofthelearningprocessandtheteachingaimscanbeunderstoodinadvancewithenoughtimefortheself-learningandreviewwhattheyhavelearnedformthelastclass.2)Thegrammarlearningtakesalargeproportionwithacombinationofreadingandwriting.Thistellsthegrammarlearningisnotaone-timetaskbutaseriesoftasksamongtheEnglishlearningprocess.Studentsfeltthegrammarabilityistrainedduringtheprocessoflearningreading,speakingandwriting.Inotherwords,grammarlearninginstudents’viewtakesalargeproportionbecausethegrammarrulesareemphasizedintheotherEnglishlearningabilitytrainingprocess.3)Supplementafterclassliketheexerciseandcompositionaimingatdevelopingstudents’targetlearningpointforthislessonisusuallyafterlearningandbetreatedashomework,Whichcouldhelpthestudentsbroadenthemindandstormthebrain.4)Asafinalresult,themajorityofthestudentsgainedtheconfidenceingrammarlearningthroughclearexplanation,examplelearningandsupplementaryexercise.Fromtheanswersrelatedwithteachers’opinionsaboutthesupplementongrammarlearningmaterialsbesidethelearningplan.Someanswerscanbefoundasfollowing:InterviewQuestion7：Willyouuseextralearningmaterialsbesidetheguidedlearningplan?Whatkindmaterialswillyouuse?ExampleTeacherA:Formystudents,theguidedplanisusuallyusedintheclassandtheexerciseisfinishedintheclass,extrapracticeisaddedfromtheexercisebookssostudentscanbemorefamiliarwiththeguidedplanbeforeclass.ExampleTeacherB:Ofcourse,thelearningplancanhelpstudentslearnthepointsbutIwantmystudentscanmakefullunderstandingofthegrammarpointwhichrequiresmuchmorethanthelearningplan.ExampleTeacherC:Guidedlearningplanfocusontheguidingofthelearningbutnotenoughforthepractice.Practicemakesperfect,morepracticeisneeded.Exercisefromthetestpapersandbooksareneededtohelpstudents.27 四川师范大学硕士学位论文Therearemoreteacherswhomodifiedtheguidedplanasawaytoencouragestudentstoformanactivelearninghabitwhileafterlearningwiththeplaninclass,drillsandexercisesarestillthemainwaytopracticeandmemorize.Post-learningtasksafterclassarestilltheclosedtasks.4.3Teachers’CognitionaboutGrammarLearningandGrammarTeachinginSchoolThissectionismainlytheresultsofteachers’cognitionaboutthegrammarlearningsecondlanguagelearningandgrammarteachinginmiddleschools.Thequestionnairewith4aspects(7items)ismadetoknowthis.Table4-3Teachers’CognitionaboutGrammarLearningandGrammarTeachinginSchoolStatementFrequencyoftheresponsePercentageABCDABCD1.104108018.1945.4536.361.2228109.009.0036.3645.451.304414018.1818.1863.631.40214609.0063.6327.2720778031.8231.8236.363001570068.1831.8240120104.5590.904.55A=totallydisagreeB=disagreeC=agreeD=totallyagreeItcanbefoundaccordingtothetablethattherearefourpartsdiscussingteachers’cognition.Inthefirstfouritemsthewriteristryingtofindoutteachers’viewongrammarinsecondlanguagelearning.Forthefirstitem,theteachersexpressthatgrammarislikeaframeworkofthelanguagelearningwithmorethan45%ofteachersagreeand36%oftheteacherstotallyagreewiththisstatement.Fortheseconditem,itstatesgrammarbuildsthefoundationofalanguage.Over80%oftheteachersagreewithit.Asforthethirditem,theteachersupportstrongly(over18%agreeand63%totallyagree)thatgrammarisanessentialpartinlanguagelearning.Andgrammarwithotherlanguageknowledgesuchaspronunciation,culturecontributeslanguageproficiency.Summaryformallthefouritemsabove;wecanlearnthattheteachersinMianzhuMiddleSchoolconsideredgrammarasanimportantandessentialpartin28 ChapterFourFindingandDiscussionsecondlanguagelearning.Intheiropinions,thelearnerhastoattachthesignificancetogrammarinordertohandleasecondlanguageaccuratelyandsmoothly.Besides,question3(item6),whichstatesthatmasteringthegrammarofalanguageishelpfulforlanguageproficiency.Itreceives68%ofagreementand31%oftotalagreement.Consideringthis,wecanrefergrammarunshakablytakespositioninasecondlanguagelearningintheseteachers’understandinginMianzhuMiddleSchool.Answersontheteachers’cognitiononthegrammarandgrammarteachingundertheGLPTMcouldbefurtherdevelopedintheinterviews:InterviewQ1:Forthecognitionaboutgrammaristheframeworkofthetexts.ExampleteacherA:Itisdefiantlynecessaryforthestudentstobeawareofgrammarrules,textcanbeunderstoodeasily,sentencescanbetaughtmorelogically.Liketheattributivesentences,studentsfeelpuzzledonthesentenceswithattributiveclause.Ifthegrammarsystemiswelltaught,studentscanacceptandunderstoodeasily.ExampleteacherB:Basicgrammarisquiteneededforthestudentsinthemiddleschools.AfterthecommunicationwiththeEnglishteacherfromseniorhighschool,theysuggestedustotellthegrammarstructureofsentencesothatcomplicatedsentenceslikepredictiveclauseorattributiveclausewhicharetheveryimportantlanguagepointsinseniorhighschoolcanbeanalyzedeasilyinjuniorhighschool.However,itisalong-timeproblemtobesolved.ExampleteacherC:Toexplainthequestionorcorrectthemistakemoreeasilyistheimportanceofteachinggrammar,sometimeswheninthewritingpart,ittakestimetohelpstudentsfindthemistakesinsentencemaking,especiallytodealwiththecompositioninthethirdyear.ThecompositionisgivenwithChinesesentencesandstudentswritethecompositionby29 四川师范大学硕士学位论文translatingthesentencewhilefailedtofindthedifferencesbetweentheEnglishgrammarstructureandChinesegrammarstructure.Withtheawarenessofbasicgrammar,teachercangivecleardirectionsandstudentswillbeabletocorrectthemistakesthemselves.Combedthethreestatements,thethreeparticipantteachersviewthegrammarasacrucialpositioninlanguageproficiencyandstressthenecessityofgrammaracquiringinstudentslearning.Oneteacherfurtherexpressedtheideaaboutgrammaraslearningbridgebetweendifferentlanguagelearningabilityandteachingskills.(ExampleteacherA,question1),whichindicatesthehighvalueofgrammarinhismind.Besides,resultstillcanbefoundthatthegrammarisnottreatedseriouslybythejuniorschoolteachersonlybutalsotheseniorschool(exampleteacherA)Teacherssomehowshowtheirownopinionsontheimportantanddifficultygrammarpointsduringjuniorschoolgrammarlearningandteaching(exampleteacherAandB)4.4ApplicationoftheGLPTMinRealTeachingSituationTopresenttheapplicationofGLPTMinrealsituation,thewritertakesaclassobservedasanexampletoanalysis.ItistypicalandcommontofindinEnglishclassinMianzhuMiddleSchool.Theclassisgivenbyafemaleteacher,whois36yearsandhasbeenteachingwiththeGLPTMsincethefirsttimeGLPTMbeingintroducedintotheschool.Theclassispresentedindetails.ObservationoftheclassroomteachingwithGLPTMandtheclassroomobservationlistisofferedaftertheclass.Inthisclass,atfirst,theteacheradaptedsometeachingmethodstoraisestudents’intereststothefurtherthetopicofthisclass.Theatmosphereoftheclasswasgettingbetterandstudentsweregettingactive.Aftertheleadingpart,basedonthetasklearningandgrouplearning,theteacherhadaskedmanyquestionswhilethequestionswereansweredbygroupsbutnotindividually.Theanswerswererarelypresentedstudentbystudentbutgroupbygroup.Inthedetailreadingpart,tocheckthepreviouslearningbeforeclass,theteacheraskedthestudentstoreadtheiranswerstogether.(afterthelatercommunicationwiththeteacherandstudents,thewriterfoundthatthegroupleaderhascheckedthepreviouslearningworkbeforetheclass)thewriterstillfound3students30 ChapterFourFindingandDiscussionwhositinthecorneroftheclassdidn’tfinishthepreviouslearning.ThenewwordslearningwereshowninthePPTonthescreenwhichhelpedthestudentshaveaquickreviewaboutthetargetwords.(thewriterknowsthatthewordsineachunithavebeenlearnedanddictatedbeforetheclass)Inordertohelpstudentsdevelopthecompetenceofmakingsentences,theteacheraskedthestudentstomakesentenceswiththetargetwords.Mostofthispartisindividualactivities.Fourthly,thereadinglessonbeginswiththreequestions.Withfastreading,detailreadingandexercise,theteacherhelpedthestudentsunderstandthethreepassages.Mindmapandformswereusedtohelpstudentsorganizethesentencestoretelleachparagraph.Howeverwhenansweringthequestions,only3areindividualactivitiesandtheother5aregroupanswerorwholeclassanswer.Lastly,adiscussionongrammaraboutthethreeimportantconjunctionwordlearninghasbeencarriedout,theteacheronlypresentedtheexplanationonthePPTwhilefailedtheuseofthelearningplan.Thoughthetaskinguidedlearningplan,theteacheraskedthestudentstoreporttheanswersgroupfromtheguidedlearningplanbygroupbutnottheindividually.(Sixgroupsreadthecorrectanswersgotonepointforthegroupcompetitionwhiletheother2groupsarenotsatisfiedwiththeresult)Fromtheclassobservation,duringthewholeclass,thewriterfoundtheteacheristhemainbodyinsteadofguidingthestudentsastheGLTPMasked.Cooperationanddiscussinghavebeenputforwardintheclassbutshortandsuperficial.Taketheclassasanexample,thewriterdidsomefurtheranalysistoknowthespecificsituationintheclass.BasedontheGLPTM,classactivities,participants,learningmaterialsandtimecontrolandsoonwillbediscussed.Inordertoknowhowmuchtheteacher’sandthestudents’wordsoccupiedintheclass,thepresentedclassbeenanalyzedindetailswithitsrecording.Table4-4TimeAnalysisoftheSpeakingVolumeTotalPercentageTeacherPercentageStudentsPercentageOthersPercentagetime%%%activities%401002562.5512.51025Thetabledemonstratesthespeakingvolumeoftheteacher(62.5%)ismuchmorethanthestudents(25%).Theotheractivitieslikewholeclassactivities,groupactivitiesandpairworksareashighas25%.Whilewecanseethoughtheactivities(25%)are31 四川师范大学硕士学位论文twotimesofstudents’individualwork(12.5%).AccordingtotheGLPTM,theteachershouldbetheleadingpartofthelearningwhilethestudentsshouldbethemainbodyoftheclass,butthedataabovecannotshowustherightwayofGLPTMapplication.Table4-5ActivitiesinClassTotalPercentagWholPercentagegroupPercentagPairPercentaIndiviPercentagactivitee%e%workge%duale%y%class15100640426.7320213.3Tablerevealedthatthereare15activitiesduringtheclass.40%oftheactivitiesarewholeclassactivity.4groupactivitiesand2arehadwiththewholeclass.Itmeansthatcooperativeinquiryundertheguidedplanisnotwellappliedintheclass.Next,thewritertriedtofindwhetherthestudentsarespontaneoustobeginthediscourse.Table4-6TriggeredDiscourseTotaldiscourse24100%Teacherinitiated2083%Studentsinitiated00%Teacherandstudentstogether417%Table4-6tellsusthediscourseinclasswasalmostinitiatedbytheteacherwhilethestudentsneverstartedonebutonlyresponse.Theteachermaycontroltheclasswithinpropertimeandstepsbutfailedtoknowsomerealsituationfromthestudents.Questionsintheclassweredesignedbeforeclass.Thequestionswereaskedtohelptheclassprocessandfulfilltheteachingaims.Herearethequestionsrecorded,transformedandanalyzedfromthefollowingaspect.Table4-7TypeoftheQuestionTotalPercentageDemonstraPercentageReferencePercentageEvaluativePercentagenumberoftivequestionsquestionsquestionsquestions20100%1575%420%15%32 ChapterFourFindingandDiscussionAccordingtothetable,obviouslytheteacher’squestionsaremainlythedemonstrativequestionswhichrequirestudentstogivetheshortanswerslikeyesorno.20%ofthequestionsarereferencequestions,amongwhichstudentsusuallychoosetheanswersaccordingtothepassage.Theonlyoneevaluativequestionstartedwellbutreceivedonlyoneanswerwithin3minutes.Fromtheobservedclassandotherobservedclasslastterm,thewriterfindssomethingincommonfortheapplicationofGLPTMinthegrammarteachingintheschool.Firstly,theself-learningpartinthelearningisusuallyfinishedbythestudentsbeforeclassandtheteacherchecksanswersintheplaninclass.Students’preparationislimitedsotheteacherusuallygivesexplanationiftherearemistakes.Secondly,thecooperativelearningisadvocatedintheGLPTM,whilemostoftheobservedclassarecontrolledthediscussionwithinaveryshorttimeandnofurtherdevelopment.Theresultsofthediscussionarereportedbycertainmembersofthegroup.Someofthegroupmembersnevertakethechancetoanswer.Thirdly,forexercisetohelpstudentslearnthegrammarpointinthisclassinthelearningplan.Studentsusuallyfinishingroupandreporttogether.Sometimes,individualreportisaskedbytheteacher.Lastly,fortheextensionpart,teachersalwaysleavethetaskintheguidedplantothestudentstodoitafterschoolandpresenttheiranswersinoralnextclass.Inconclusion,thegroupworkanddiscussionarerarelytoseeinsometeachers’class.Individualpresentationsoranswersarehardlytofind.Teachingatmosphereandteachingreactionfromstudentsarequitedifferentamongdifferentteachers.Itisseenintheresultthatteacherinrealteachingsituationdidn’tmatchtherequirementsofapplyingtheguidedplan.Students-centeredrolescannotbeenseenclearlyfromthestatistics.Inrelationtotheteachers’applicationinhisclassteaching,someintervieweesexpressedtheiropinionsonthedesignedstepstoapplytheguidedplanmethod.Q2:Aboutthewayofusingguidedlearningplanmodelingrammarteaching.Theteachersshowedtheirfavorsofapplyingthemethodinteachinggrammar.Buttherearesomechangestotakeaccordingtotherealteachingsituation.ExampleteacherA:IamactuallyusingtheGLPTM,Igothroughtheclasswiththedesignedproceduresintheteaching33 四川师范大学硕士学位论文plansinceitisdesignedbyalltheteachersbasedonthesyllabus.Howeveritishardtodeliverthedesignedinformationinagounlessthepreparationbeforeclassisdoneunderthesupervisionoftheteacher.Astheteacherinchargeoftheclass,Icouldhaveenoughtimetomonitormystudentstofinishthepreparationpartbeforeclass.ExampleteacherB:Itisnotapplicableformetodelivertheclassallontheteachingplan;Iuseittopasstheinformativethings.Becauseofthelargequantityofinformationtodeliver,Ihavenoenoughtimetocarryouteachtaskorstepsfromthelearningplan.Discussiontakestoomuchtimebutthedeclarativeknowledgeisdeliveredtothestudentsthroughthedesignedtaskorexerciselikefillingtheblankstoorganizesentences.ExampleteacherC:Wecannotdependonthenewteachingonlyorthetraditionalteachingmethod.Itisflexibletocombinethetwotogether.Sincestudentsdidn’tformagoodself-learninghabit,theycannotbeformedtolearnindependentlyandinitiativelyinashorttime.Combiningthestatements,theparticipantteachersheldamorenegativeviewonthedesignedprocessofguidedlearningonawhole.Theparticipantteachersshowedtheiraffirmativepositiveopiniononthedesigningoftheguidedplantoinspirethestudentsandsparktheirminds.Aftertheinterviewing,theteacherssomehowshowedtheirownopinions:Totheprepositionbeforeclass,ittakesstudentsalotoftimeandneedsahighrequirementofselfmonitoringability.Subjectstudentscannotmonitorthestudentsasmuchastheteacherinchargeoftheclass.(ExampleteacherA)Asforthetime,theinformativethingscanbedeliveredthroughtheguidedlearningplaneasilyinashorttime,butactivitieslikediscussionarehardtoorganizeforseveraltimeswithina40-minite-longclass.(ExampleteacherB)Thequalityofstudentsisessentialforteachertodecidewhichteachingmethodissuitableforstudentslearning.Studentswithoutagoodlearninghabitsshouldbegivenwithacombinationofthenewandoldmethod(ExampleteacherC)andbetrainedtolearnunderthenewmethodsothatgood34 ChapterFourFindingandDiscussionlearninghabitcanbeformedstepbystep.(ExampleteacherB&C).4.5FactorsInfluencingTeachers’AdaptionandApplicationoftheGLPTMInordertoknowmoredetailsaboutgrammarteachingwiththeGLPTM,afacetofaceinterviewabouttheapplicationoflearningplaningrammarteachinghasbeenconductedamongtheteachers.Fromthesurveyresultabove,wecanfinditnecessaryfortheteacherstofocusthefactorsinfluencingteachers’adaptionandapplicationofGLPTMintheirrealteachingmethod.ApplyingtheGLPTMneedsnotonlytheprocessfromtheteacher,butalsosomeexternalfactorsplayinganimportantpartintheprocessofadaptiontheGLPTM.Externalfactorsreferstotheelements(shownintable4-8)likeschoolteachingtradition(item8);arrangedGLPTMtraining(itenm2);publicEnglishclassesinthecity(item3)andfinancialfund(item7).Table4-8ExternalFactorsInfluencingtheAdaptionandApplicationofGLPTMQuestionTotalABCDItem1100001000Item210027.368.24.50Item31000090.19.9Item410013.613.645.527.3Item5100001000Item610013.686.400Item7100010000Item8100001000Fromtable4-8,itcanbeseenthattherearesignificantdifferencesamongtheseexternalfactors.Teachersshowedtheirtendencyonthefinancialsupport(item7)andtrainingforthenewmethod(item2)deeply.Fromthepuzzlementofsometeacherintheadaptionandapplyingthenewmethod,themaininfluencingexternalfactorscausingthetensionbetweentheteachers:thelackofsourcestotraintheteachers.InterviewQuestion4:Commonlyexistinteachers’answers,wecanfindthe35 四川师范大学硕士学位论文teacherswillusetheteachingplanaccordingtotheirstudents’realsituationandtheirownteachingexperience.Toknowtheschool’sattitudeontheapplicationanddesigningtheteachingplan,thewritegavethequestion:whetheryourschoolorganizestheteacherstodesign,discussthelearningmaterialsandlearningproceduresintheplan.Ifyes,whatarethemainparts?ExampleteacherA:theteachingplanisdesignedallbytheteachersinourschool.Ofcourse,theschoolhasrecommendedussomereferencebooks.Someexpertteachersinourschoolareassignedtoedittheteachingplanintheholidaysunitbyunit.Sincethetextbookvarietiesyearafteryear,teachersareassignedtochangethelearningplanusuallyduringthesummerholiday.In2012,becauseofthehugechangesofthetextbook,thelearningplanwasalleditedandcheckedfor2timesbytheteachers.Themainpartforthechangeistheteachingproceduresofeachunit.Sincethelearningplanmustfollowandhelpunderstandthetextbook,somedesignedactivitiesareomittedoraddedinordertohelpthestudentsdevelopthecompetenceofselflearning.ExampleteacherB:thecorrectingandchangesareusuallytakenduringtheprocessofgivinglessons.Weoftendiscussthatpracticeisthesolecriterionfortestingtruth,themistakesorimprovementforthelearningplanafteraperiodoflearning.Theschooldoesn’talwaysgivesussomeprofessionaladviceintheeditingoflearningplanbuttheheadteacherdoesattendtheEnglishgroupmeetingeverytwoweeksandpayattentiontoourlearningplandesigningandcorrecting.Sincethelearningplaniseditedlastyear,thereareonlyafewchangesinitsuchasaddingsomenowexercisewhicharemoreaccurateexerciseforthetext.Sometimes,iftherearemanymistakesinthestudents’grammarpointlearningliketheperfecttenselearning,someexplanationandexerciseaimingathelpingthestudentsknowmoreclearlywillbeintroducedin.36 ChapterFourFindingandDiscussionExampleteacherC:OurschoolisputtingtheGLPTMintopractice.Thelearningplanisactuallyusedinourdailyteaching.Thelearningplanisalleditedbyourteacher.Ononehand,theteacherswhoarereallyteachinginclassratherthantheeditorswhoknowlittleabouttheteachingsituationcandesignthelearningplanmorepractically,ontheotherhand,thelearningplanislackofprofessionalsuggestion.ItishighlyneededfortheteachertolearnfromotherschoolswheretheGLPTMiswellapplied.Notonlythelearningplanbutalsothemethodshouldbestudied.InterviewQuestion6:Wheredoesyourexperienceofapplyingtheguidedplancomefrom?ExampleTeacherA:Usuallyweattendsomeclasseswhichusestheguidedlearningplanintheirclasssothatwegetsomesampleclassestoimitate.SometimestheschoolwillsendustoschoolsinChengdutoattendapublicclass;wecanobservehowtheteachersapplytheguidedlearningplan.ExampleTeacherB:Wesometimesgettogetheranddiscussthedesigningoftheplanandchangetheplanafterapplyingitinclasssothatthenextgradecanuseitmorepractically.Itisdifficultfortheschooltoinvitesomeexpertstotrainusteachwiththelearningplan.Soonlysomeinformationfromtheinternetandbooksisavailablefortheteacherstohelpuslearnthemethod.ExampleTeacherC:Wecollectthegooddesignedplanformsomereferencebooksandarrangethematerials,eachunitoftheplanisdesignedanddiscussedbyus.Wegettheexperienceformtherealteaching.OurschoolcannotsendtheteacherstotheschoolintheeastofChinatoattendaperiodoftraininglikesomeprivateschools.37 四川师范大学硕士学位论文Inthequestionaboutsourcesofnewguidedplandesigningandarranging,theteachersansweredwithouthesitationwhichistheteachersownpracticeinteaching.Theteachershowedherstruggleintheearlyperiodofteachingandgivesexpressionontheneedofprofessionaltraining.(ExampleteacherC)Whenaskedabouttheexperienceofdesigningtheguidedplan,theteachersareallnovicesandonlydesignedallbythemselveswithsomereferencebooks(exampleteacherA).Afteraperiodusingoftheguidedplan,teachersofnextgradewillfollowwiththesamelearningplan,(exampleteacherB).Itcanbeconcludedthattheteachersaccumulatetheexperienceofdesigningandadaptiontheguidedplanfromtheteacherownexperienceandself-study.38 ChapterFiveConclusionChapterFiveConclusion5.1SummaryoftheMajorResults.Threemajorresultsareconcludedbasedontheresultsfromthequestionnairesandinterviewstudy.Firstly,boththeteacherandstudentsaresupportivefortheGLPTMwhicharguesthatgrammarandgrammarteachingarecentralinstudentsandteachers’understanding.Itisacknowledgedinlanguageproficiencythatthepositionofgrammariscrucialandgrammarteachingisemphasizedinthecurriculum.Someteachershighlyvaluedthegrammarintheirviewwhilesomediversifiedmindsarestillkept.Teachersshowtheiropinionsaboutgrammarteachingwhichindicatethattheteachersdonotviewthegrammarteachingblindlyasthemostimportantpartinlanguageteaching.Secondly,towardsthemethodingrammarlearningandteaching,teachersindicatetheirfavorofGLPTMwhichemphasizesalotonthelearner-centeredapproach.Teachersareawarethatstudentsarethecenterofteachingandstudentsunderstandtheimportanceofautonomouslearningabilityalongone’spersonallife.Thirdly,factorsincludingworkexperience,thetrainingcoursesandtheagesimpactteachersinusingtheteachingplanandthemethodingrammarteaching.Theworkingexperienceimpactsteacher’sgrammarteaching.Teacherswhohaveworkedmorethan15yearsprefertothecombinationofGLPTMandthetraditionalmethod.Andteacherswhohaveworkedlessthan10yearsprefertotheguidedmethodandusethelearningplanmoreoften.Theypreferthemeaning-focusedwayofgrammarteaching.Onthecontrary,teacherswhohaveworkedmorethan20yearsfindithardtoapplythemethodintheirclassandusethelearningplanasexercisestofinishinclass.Similartotheworkingexperience,differenttimesoftraininginfluenceteachers’teachingattitudestowardstheGLPTM.Teacherswithmoretimesoftrainingandlearningaremorelikelytoacceptthenewmethodingrammarteaching.Thesourcescontributingtotheteachers’attitudestowardsthenewmethodaremainlytheteachers’ownteachingexperienceandobservationsfromotherteachers’classes.Asaresult,theyoungerteachersaremorelikelytolearnfromtheobservedclasswiththeGLPTMdue39 四川师范大学硕士学位论文tolessworkingexperienceandtraining.Schoolhasmoretimesofpublicclassfortheyoungerteachers(usuallyunder40).Asforthestudents,thegapbetweenthenewteachingmethodwithlearningplanandtheneedofexaminationisstudents’limitedlanguagecompetence.PreparationsbeforeclassarerequiredintheGLPTM.However,teachersusuallyneglectthispartbutonlycheckorgivetheanswersdirectlyconsideringthelimitedtime.Afewstudentsjustcopytheanswersfromotherssothatfailtofulfilltheaimofself-learning.Teachingtasksaredesignedtohelpstudentsunderstandthetextmoreclearly.However,accordingtothestudy,moreexerciseisstillusedtohelpstudentslearngrammarbesidesthelearningplanpart.StudentsthinkwhentheytaketheapplicationofGLPTM,theycanlearnwiththedesignedtaskstoknowthegrammarpointeasierbuttheirindependentlearningabilityishardtotellwhetherimprovedgreatly.Whenfacinganewgrammarpoint,withoutteachers’giventasks,studentslearnitwithmanydifficultiesanddoubts.Lastbutnottheleast,GLPTMhelpstheteacherchangetherolessothatthegrammarteachingbecomesmoreeffective.TheappliedtheGLPTMhelpsstudentsbecomeawareofthestepsonteachingandunderstandtheimportanceoflearningbeforeclass.Withthehelpoflearningplanandteachers’leading,studentsdevelopedtheirlearninghabitssothattheteachingofgrammarknowledgewouldliketobecomemoreactivethanbefore.Inthewholeprocessofguidedlearning,teachersguidedmoststudentsparticipatedinthetaskspositively.Inthewholeprocessofguidedlearning,studentsgetthemselvesinthecompetition,cooperationanddiscussionwiththeirgroupmemberstoworkouttheassignedquestionsandtasks.Teacherstrainedmoststudentswiththeguidedplanbecomegoodmastersingroupandperformedwellinthegrammarclassinalongtime.Speaking,listeningandwritingcompetencesaredevelopedduringthecommunicationwiththeteacherandgroupmembers.Grammarpointsconductedandexperiencedwiththesentencesfromthelearningplanismemorizedwithhighereffectivenessthanmechanicalmemorization.Teachersarerequirednotonlypreparethelearningplanwellbutalsoorganizethestudentstofind,summarythegrammarrulesindividuallyoringroup.What’smore,comparisonofteachers’rolebetweentheGLPTMandthetraditionalmethodtellsthattheteacherplaysdifferentrolesindifferenttasksanddifferentteachingprogress.Itisapparentthatteachingefficiencyhasbeenhigherandhigher.Thissituationrequirespromotiononteachers’developmentbothon40 ChapterFiveConclusiontheprofessionalskillsandprofessionalmind.5.2ImplicationAbetterfacilitatedschoolenvironmentcanhelptheteacherconductthelanguagemoreeffectivelyinthemiddleschool.Comparedwiththetraditionalteachingapproach,GLPTMrequiresmorefromtheschoolandtheteachers.Forschools,especiallythoseinruralareas,facilitiesinschoolshouldbeimprovedsothattheycanmeetthedemandsofguidedlearning.Atthesametime,guidedlearningrequireshighqualityteachingmaterials.Asfortheteachers,theGuidesLearningPlanTeachingMethodcanhelptheteachersfreefromstablemodelandchangethedullandmechanicalclassintoanactiveclass,inthesametime,themethodrequiresmorefromtheteacher:Beforetheclass,thelearningplandesigningisnoteasytobefinished.Todesignalearningplanforthestudents,teachershouldfirststudythestudentswellandunderstandwhichquestionsshouldbesolvedthroughtheself-studyandwhichanswersshouldbeadaptedbythestudentsafterguidedlearningsothattheteachingobjectivescanbeachieved.Teachersindifferentcanmodifythelearningplantostrengthenthepointbasedondifferentstudentsanddifferentteachingsituation.Intheclass,studentsshouldbeencouragedbytheteacherstocultivateanddeveloptheirself-learningskillswiththeguidanceoftheplan.Studentswithpooracademicachievementshouldbewiththeteachers’guidanceandtrainedstepbysteptofollowthelearningwiththeplan.Whenconductingtheguidedlearningplan,teachersmusthavefaithinthestudentsandallowthemtosolvethequestionsthemselvesandguidethosewhocouldnot.Aftertheclass,teachersarerequiredtoexplaintheessentialityofself-monitoringtoimproveself-learningability.Homeworkandexerciseafterschoolhelpstudentsreviewwhattheyarelearningsothattherecanbesufficienttimefortheclassactivitiesnextclass.Somestudentsmayfinditdifficulttoinsistontheself-learning.Therefore,teachershavetoknowthestudentsandhelpthemdevelopgoodlearninghabitsatthebeginninggradewithmoresupervisionatfirst.Inconclusion,theGuidedLearningPlanTeachingModelismeaningfulforstudentstohelpthemcultivateabilities.Applyingthemethodingrammarteachingcanhelpstudentssetupthegrammarfoundationwellandbuildabridgeongrammarteachingbetweenthejuniorandseniormiddleschool.Itisalsoimportanttofocuson41 四川师范大学硕士学位论文theteachers’developmentwithmoreguidance.Professionalcourseworkshouldbeconductedtohelptheteachersreceivesystematictraining,besides,teachersshoulddeveloptheirabilityofself-studythroughmeanslikearticlereadingandresearching.5.3LimitationsFortheobjectoffindingouttheapplicationofGuidedLearningPlanTeachingModelinMianzhuMiddleSchoolsothatteacher’sdesigningandusingofthelearningplancouldbeimprovedeffectivelyandstudentscouldnarrowthegapofgrammarknowledgebetweenseniormiddleschoolandjuniormiddleschool.Thewriterhasconductedthesurveybuttherearestillsomelimitationshownasfollowing.Firstly,thestudentssurveyedandquestionedareonlyfromtheschoolandthenumbermaynotenough.Forthestudyinthefuture,itshouldbeconsidered.Secondly,theclasswiththeguidedlearningmethodmaynotrepresentativeforalltheEnglishgrammarclassintheschoolandoutoftheschool.Forthefuturestudy,moreclassesfromdifferentgradesandschoolsshouldbearrangedsoastoberepresentativeenough.Thirdly,thestudyisfinishedlessthan3monthswhichmeansitisnotlongenoughtofindmoredetailedchangesfromthefirstyeartothethirdyearingrammarlearningandteachingforjuniormiddleschoolstudents.Lastly,theparticipantsareteachersandstudentsfromthejuniormiddleschoolsothatitishardtoknowthesustainableeffectonstudents’grammarlearningabilityinthefuture.42 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四川师范大学硕士学位论文彭聃龄.普通心理学[M]．北京:北京师范大学出版社,2001．唐英.小学生英语学习兴趣的结构、现状及影响因素研究[D].西南大学硕士论文,2008.杨果，学案导学式教学在高中英语阅读教学中的应用[D].长沙：湖南师范大学，2012.杨群，导学案模式下高中英语语法探究[D].上海：上海师范大学，2014.张素华.新课程下如何进行初中英语语法教学[J].基础英语教育，2009,（5）:22-26.46 AppendixesAppendixes附录Ⅰ：学生语法学习情况调查本问卷的目的在于调查你是如何看待自己的语法学习情况和你目前的语法学习感受。请你根据你自己的实际情况和真实想法来填写这份问卷，你的看法和观点将给我的研究带来很大的帮助。在最符合的选项上划“√”（每个题目都只能有一个最适合你的答案），你的意见非常宝贵，谢谢合作！1.你对于语法课堂感兴趣，所以愿意参与进语法课堂的学习中去。A.完全不同意B.不同意C.同意D.完全同意2.语法学习可以帮助我学到更多的英语知识。A.完全不同意B.不同意C.同意D.完全同意3.语法课程是初中阶段最难的课程。A.完全不同意B.不同意C.同意D.完全同意4.我基本清楚初中升学考试所考的语法知识点。A.完全不同意B.不同意C.同意D.完全同意5.你满意于教师语法课上所用的教学方式。A.完全不同意B.不同意C.同意D.完全同意6.你能够通过学案提前学习将要学习的内容。A.完全不同意B.不同意C.同意D.完全同意7.针对学案上面的课前任务，你总是能够自主的完成。A.完全不同意B.不同意C.同意D.完全同意8.你能够在课外通过参考书或者网络来学习语法。A.完全不同意B.不同意C.同意D.完全同意9.你能够在课后总结归纳语法知识。A.完全不同意B.不同意C.同意D.完全同意10.你能够在课后的练习中熟悉近期所学的语法考点。A.完全不同意B.不同意C.同意D.完全同意11.你相信自己能够学好语法。47 四川师范大学硕士学位论文A.完全不同意B.不同意C.同意D.完全同意导学案实施情况调查问卷亲爱的同学：本问卷的目的在于调查你是如何看待自己的语法学习中导学案使用情况和你目前的使用导学案的感受。请你根据你自己的实际情况和真实想法来填写这份问卷，你的看法和观点将给我的研究带来很大的帮助。在最符合的选项上划“√”（每个题目都只能有一个最适合你的答案），你的意见非常宝贵，谢谢合作！1.你能够跟随学案的指导进行学习。A.完全不同意B.不同意C.同意D.完全同意2.导学案的使用能帮助你学习语法。A.完全不同意B.不同意C.同意D.完全同意3.你倾向于导学案在上课前就分发下来。A.完全不同意B.不同意C.同意D.完全同意4.你倾向于导学案在上课时分发下来。A.完全不同意B.不同意C.同意D.完全同意5.语法部分在你的导学案中占据了重要位置。A.完全不同意B.不同意C.同意D.完全同意6.你在完成导学案的语法学习后，能够顺利完成后面配合的练习。A.完全不同意B.不同意C.同意D.完全同意7.导学案的使用能够帮助你增加学习的信心。A.完全不同意B.不同意C.同意D.完全同意8.使用导学案，你的自主学习能力提高了。A.完全不同意B.不同意C.同意D.完全同意48 附录初中教师语法教学认知情况调查亲爱的老师：本问卷的目的在于调查你是如何看待语法和您对于语法教学中导学案使用情况。请你根据你自己的实际情况和真实想法来填写这份问卷，你学习情况和你目前的看法和观点将给我的研究带来很大的帮助。在最符合的选项上划“√”（每个题目都只能有一个最适合你的答案），你的意见非常宝贵，谢谢合作！一．语法认知调查1.您认为语法在语言中的作用是：1）语言的骨架——一个建立所有语言因素的基本系统（）A.完全不同意B.不同意C.同意D.完全同意2）结合而组成一个整体的许多语言块。（）A.完全不同意B.不同意C.同意D.完全同意3）基础语言知识的提纯——精通语言的一大要素。（）A.完全不同意B.不同意C.同意D.完全同意4）同发音、准确性或文化一样，是支持语言精通的准则之一。（）A.完全不同意B.不同意C.同意D.完全同意2.语法最难为学生所掌握。（）A.完全不同意B.不同意C.同意D.完全同意3.学好语法知识对提高英语水平很重要。（）A.完全不同意B.不同意C.同意D.完全同意4.语法能力是语言能力的组成部分，但不是决定性的部分。（）A.完全不同意B.不同意C.同意D.完全同意二．导学案在教师运用中的影响因素调查1.在学校引推行学案教学模式之前，您已经对这种教学模式有所了解。A.完全不同意B.不同意C.同意D.完全同意2.学校曾派遣你到外地针对这种教学模式进行过阶段性学习。A.完全不同意B.不同意C.同意D.完全同意49 四川师范大学硕士学位论文3.您所在的县市教科室精彩组织您们参加导学案模式的公开课程。A.完全不同意B.不同意C.同意D.完全同意4.您所教的班级学生有使用导学案的自学能力。A.完全不同意B.不同意C.同意D.完全同意5.您愿意在您的班级上尝试使用这种教学模式以提高您的教学效率。A.完全不同意B.不同意C.同意D.完全同意6.导学案上的练习能够达到帮助学生掌握当次学习的目的。A.完全不同意B.不同意C.同意D.完全同意7.您所在的学校对于导学案的编订，实施有专项资金进行。A.完全不同意B.不同意C.同意D.完全同意8.导学案的使用已在您校的教学中成为了一种习惯。A.完全不同意B.不同意C.同意D.完全同意50 附录导学案教学模式在初中英语语法教学中的情况访谈敬爱的老师：您好！由于研究的需要，需要包括你在内的三位老师做一个简单的访谈。感谢您抽出一些时间完成，谢谢您的支持。（访谈的额内容会进行匿名编号处理，不会出现私人信息。访谈的结果也不会用于其它用途，请老师放心作答。）1.您认为语法重不重要？重要性体现在哪些方面呢？2.您认为中学语法教学有必要吗？语法教学的目的是什么呢？3.您在语法教学中常常使用导学案吗？您会使用导学案设定好的步骤或途径吗？4.您所在学校有没有对导学案是否会进行定期的教师培训，内容修改和讨论吗？如果是，请问主要是那些方面？5.您的学生目前语法基础是什么情况呢？针对此情况您是否回完全使用导学案里面的内容来教学？6.您的学案使用经验主要是如何获得的？7.您会在学案学习的内容以外，单独给学生补充语法学习的资料吗？51 四川师范大学硕士学位论文附录Ⅱ：导学案设计(审核和修改前)Unit6Anoldmantriedtomovedthemountains.SectionA2(3a-3c)主备教师：A一、教学目标：1.语言知识目标：1)学习掌握下列词汇：object,magic,stick,hide,tail,turn…into,excite,western2)阅读短文，能按要求找到相应的信息。3)通过阅读提高学生们的阅读能力。4)了解《西游记》中美猴王这一人物的大体情况。2.情感态度价值观目标：多阅读中国传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华二、教学重难点1.教学重点：1)掌握本部分出现的生词和词组，达到熟练运用的目标。2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。2.教学难点：1)阅读短文，获得相关的信息的能力。2)理解并运用所学的词汇及表达方式。三．导学任务Task1Guessinggames.Chineseculturehasalonghistory.Therearemanytraditionalstoriesinhistory.Canyouguesswhichcharactertheyact?Whatarethenamesofthestories?1._______________________2._______________________3.____________________(Thereisamistake.Canyoufind)___________________________________________Task2Newwords.词形转化turn→_____________n.转角hide→_____________过去式magic→_____________n.魔术师west→_____________adj.西方的excite→____________adj.(人)感到兴奋的→_____________adj.令人兴奋的事造句turn…into变成____________________________________________________52 附录objectn.物体；物品_______________________________________________hidev.隐藏；隐蔽__________________________________________________tailn.尾巴________________________________________________________magicadj.有魔力的；有神奇力量的______________________________________stickn.棍；条_________________________________________________________excitev.使激动；使兴奋________________________________________________westernadj.西方国家的；(尤指)欧美的；西方的______________________________Task3Readthepassageandanswerthequestions.1.Whichbookistalkedabout?_____________________________________________________2.Whoisthemaincharacter?______________________________________________________3.Whatishelike?_______________________________________________________________Task4Read3aandmatch.(读3a并连线)Whatiseachpartabout?Para1WhydopeopleliketheMonkeyKing?Para2WhoistheMonkeyKing?Para3What"sspecialaboutSunWukong?Task5ReadPara.1andtellTorF.(阅读第一段，判断正误)1.InNovember1978,pupilsinEnglandwereabletowatchanewTVprogramcalledMonkey.（）2.Mostofthemwerehearingthisstoryforthesecondtime.（）3.TheMonkeyKingisthemaincharacterinthetraditionalChinesebookJourneytothewest.（）Task6ReadPara.2,ReadthepassageagainandcompletethechartabouttheMonkeyKing.WhathecandoWhathecan’tdoTask7ReadPara.3andfinishthemind-map.阅读第三段，完成思维导图。MonkeyKing↙TheMonkeyKing_____________thechildrenofChinaformanyyears.↘Westernchildren____________________readingthisstory.53 四川师范大学硕士学位论文Hekeepsfightingtohelp_____________andnever_________________.Task8BrainStorm(头脑风暴)WhatdoyouthinkoftheMonkeyKing?(adj.Themore,thebetter)_______________________________________________________________________________Task9Completethesentencesbelowwithphrasesfromthepassage.1.JourneytotheWestisa____________Chinesebook.IttellsoneofthemostpopularstoriesinChina.2.WhentheEnglishTVprogramMonkey_____________in1979,Westernchildren____________________thiswonderfulstory.3.TheMonkeyKingcan________________tohisbody.Heisableto_________differentanimalsandobjects.4.TheMonkeyKing____________makehismagicsticksmallorlarge.Task10Teachingpoints.Fillintheblankswithunless,assoonasorso…that语法讲解：assoonas来引导时间状语从句，意为“一……就”。时态遵循“主将从现；主过从过”的原则。so…that…意为“如此……以至于”，常用于结果状语从句。表示上文动作所产生的结果，前后句时态，要保持一致。unless意为“除非；如果不”，引导条件状语从句。相当于if条件状语从句的否定句；时态遵循“主将从现；主过从过”的原则。Exercise：1.___________herfatherdied,thestepsistersmadeherdoallthechores.2.Shewas____busy_____shehadnotimetomakeadressfortheparty.3.Themiceknewthat_______theyhelpedhermakeadress,shewouldnotbeabletogototheparty.4.___________theprincesawher,hefellinlovewithher.5.Theprinceknew______thegirl’sfootcouldfittheshoe,itwasnottherightgirl.6.Thenewcouplewere_____happy______theycouldn’tstopsmilingwhentheygotmarried.四．Homework54 附录Retellingtime(复述课文)Fillintheblankswiththecorrectformsoftheverbsinbrackets.TheMonkeyKingisthemaincharacterfromthefamousChinesestoryJourneytotheWest.Heiswonderfulbecausehe______(help)weakpeople.TheMonkeyKing_____(have)amagicstick.He____(use)ittofightbadpeople.Hecan_____(make)thestickbigorsmall.Hecansometimesmakethesticksosmallthathecanputitinhisear.Assoonashe_____(see)badpeople,hethinksofwaystofightthem.Hecan______(turn)himselfintodifferentanimalsorobjects.Butunlesshecanhidehistail,hecannotmakehimselfahuman.Childrenallovertheworld______(love)theMonkeyKing!Task13Summary:Describeacharacter(描述人物)55 四川师范大学硕士学位论文导学案设计(审核和修改后)Unit6Anoldmantriedtomovedthemountains.SectionA2(3a-3c)主备教师：A审核人：初二集体备课小组一、TeachingAims：Languageaims:1.Enablethestudentsunderstandthefollowingwors:object,magic,stick,hide,tail,turnsthinto,excite,westernandhowtomakesentenceswiththeseword.2.Enablethestudentsfindoutmoredetailinformationaboutwhat,howandwhybyfinishingthedesignedtasks.3.Todevelopstudentsreadingabilitybyfinishingtheblanksofthemindmapsothatstudentscanunderstandthelogicalstructureandimportantexpressionsfromthepassage.4.EnablestudentshelpstudentsexpresstheirunderstandingaboutwhatMonkeyKinglookslikeandhowheishelikeafterreadingthepassage.MoralitygoalsEnablethestudentsunderstandthebraveryofMonkeyKingandenhancethenationalethos.二、TeachingDifficultandImportantPointsTeachingimportantpoints1.Enablethestudentsmasterthepresentednewwordsinclassandgetfamiliarwiththewaytousethewordsbydoingthedesignedexercise.2.Enablethestudentsgetthemainideabyfinishthetaskstodevelopstudents’readingabilitywithscanningandskimmingthepassage.Teachingdifficultpoints1.enablethestudentsmasterthetargetwords,phrases,sentenceseffectively.2.Enablethestudentsapplythetargetexpressioninothersituation.三．leadingtasksTask1Guessinggames.Chineseculturehasalonghistory.Therearemanytraditionalstoriesinhistory.Canyouguesswhichcharactertheyact?Whatarethenamesofthestories?1._______________________2._______________________3.____________________Task2Newwords.(importantpoints)词形转化turn→_____________n.转角hide→_____________过去式magic→_____________n.魔术师west→_____________adj.西方的excite→____________adj.(人)感到兴奋的→_____________adj.令人兴奋的事造句(任务深化)请用所给的单词仿照课文中的句子造句turn…into变成__________________________________________________objectn.物体；物品________________________________________hidev.隐藏；隐蔽____________________________________________tailn.尾巴___________________________________________________56 附录magicadj.有魔力的；有神奇力量的______________________________stickn.棍；条_______________________________________________excitev.使激动；使兴奋_______________________________________westernadj.西方国家的；(尤指)欧美的；西方的_____________________Task3Readthepassageandanswerthequestions.（小组内阅读讨论，回答下列问题）4.Whichbookistalkedabout?5.Whoisthemaincharacter?6.Whatishelike?Task4Read3aandmatch.(读3a并连线)Whatiseachpartabout?Para1WhydopeopleliketheMonkeyKing?Para2WhoistheMonkeyKing?Para3What"sspecialaboutSunWukong?Task5ReadPara.1andtellTorF.(阅读第一段，判断正误)1.InNovember1978,pupilsinEnglandwereabletowatchanewTVprogramcalledMonkey.2.Mostofthemwerehearingthisstoryforthesecondtime.（）3.TheMonkeyKingisthemaincharacterinthetraditionalChinesebookJourneytothewest.Task6ReadPara.2,ReadthepassageagainandcompletethechartabouttheMonkeyKing.WhathecandoWhathecan’tdoMonkeyKing↙TheMonkeyKing_____________thechildrenofChinaformanyyears.↘Westernchildren____________________readingthisstory.Hekeepsfightingtohelp_____________andnever_________________.Task7ReadPara.3andfinishthemind-map.阅读第三段，完成思维导图。Task8BrainStorm(头脑风暴)WhatdoyouthinkoftheMonkeyKing?(adj.Themore,thebetter)______________________________________________________________________57 四川师范大学硕士学位论文Task9Completethesentencesbelowwithphrasesfromthepassage.1.JourneytotheWestisa____________Chinesebook.IttellsoneofthemostpopularstoriesinChina.2.WhentheEnglishTVprogramMonkey_____________in1979,Westernchildren____________________thiswonderfulstory.3.TheMonkeyKingcan________________tohisbody.Heisableto_________differentanimalsandobjects.4.TheMonkeyKing____________makehismagicsticksmallorlarge.Task10Teachingpoints.Fillintheblankswithunless,assoonasorso…that语法讲解：（本单元语法重点及难点）ExplanationandExercise：观察课文例句，总结语法知识点。assoonas来引导时间状语从句，意为“一……就”。时态遵循“主句---------，从句------”的原则。so…that…意为“如此……以至于”，常用于结果状语从句。表示上文动作所产生的结果，前后句时态，要------------。unless意为“除非；如果不”，引导条件状语从句。相当于if条件状语从句的否定句；时态遵循“主-----从------；主过从过”的原则。1.___________herfatherdied,thestepsistersmadeherdoallthechores.2.Shewas____busy_____shehadnotimetomakeadressfortheparty.3.Themiceknewthat_______theyhelpedhermakeadress,shewouldnotbeabletogototheparty.4.___________theprincesawher,hefellinlovewithher.5.Theprinceknew______thegirl’sfootcouldfittheshoe,itwasnottherightgirl.6.Thenewcouplewere_____happy______theycouldn’tstopsmilingwhentheygotmarried.四．Homework58 附录Retellingtime(复述课文)Fillintheblankswiththecorrectformsoftheverbsinbrackets.TheMonkeyKingisthemaincharacterfromthefamousChinesestoryJourneytotheWest.Heiswonderfulbecausehe______(help)weakpeople.TheMonkeyKing_____(have)amagicstick.He____(use)ittofightbadpeople.Hecan_____(make)thestickbigorsmall.Hecansometimesmakethesticksosmallthathecanputitinhisear.Assoonashe_____(see)badpeople,hethinksofwaystofightthem.Hecan______(turn)himselfintodifferentanimalsorobjects.Butunlesshecanhidehistail,hecannotmakehimselfahuman.Childrenallovertheworld______(love)theMonkeyKing!59 四川师范大学硕士学位论文附录Ⅲ：教师教案（含对于导学案使用的二次备课）教学课题Unit6Anoldmantriedtomovedthemountains.SectionA2(3a-3c)课时1主备教师魏XX教学目标一、教学目标：1.语言知识目标：1)学习掌握下列词汇：object,magic,stick,hide,tail,turn…into,excite,western2)阅读短文，能按要求找到相应的信息。3)通过阅读提高学生们的阅读能力。4)了解《西游记》中美猴王这一人物的大体情况。2.情感态度价值观目标：多阅读中国传统文学名著，让学生们明白中国传统文化的博大、精深，并吸取中国传统文化中的精华教学重点二、教学重难点与难点1.教学重点：1)掌握本部分出现的生词和词组，达到熟练运用的目标。2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。2.教学难点：1)阅读短文，获得相关的信息的能力。2)理解并运用所学的词汇及表达方式。教学准备多媒体，电子白板，PPT，黑板，课型阅读/语法课及手段图片教学初备修改部分流程Step1RevisionLetsomeSsactsomecharactersofthetraditionalstories.LetthestudentsT:Chineseculturehasalonghistory.guesswhichTherearemanytraditionalstoriesinhistory.characterhe/sheCanyouguesswhichcharactershe/heacts?acts?Step2Newwords60 附录1.Lookatthepicturesandlearnaboutthenewwords.objectn.物体tailn.尾巴stickn.棍；条excitev.使激动；使兴奋westernadj.西方的Maketheirownsentences.2.Letthestudentsusethenewwordstomaketheirownsentences.Step3Warming-up1.Lookatthepicturesandanswerthequestions.1)Whoarethey?2)Inwhichbookaretheythemaincharacters?Findoutthe3)Whichcharacterdoyoulikebest?answerstothequestions.Keys:1)They’reZhuBajie,SuWukong,ShaHeshangandTangSeng.2)JourneytotheWest.3)IlikeMonkeyKingbest.2.WatchavideoabouttheMonkeyKing.Step4SkimWorkon3a.1.TellSstoreadthearticlein3aquicklyandtrytofindtheSkimtheanswerstothequestions:passages.①Whichbookistalkedabout?②Whoisthemaincharacter?③Whatishelike?Ssreadthearticlequicklyandtrytoanswerthequestions:2.ReadingStrategy:Thepicturecanhelpyoualot.3.Skimthepassage,makesomestudentsanswerthequestions,thenchecktheanswers.Keys:1.JourneytotheWest.2.TheMonkeyKing.3.Heisnotjustanynormalmonkey.Infact,hesometimesdoesnotevenlooklikeamonkey!Payattentionto61 四川师范大学硕士学位论文thedetails.Step5Fastreadingandfinish3b,thenchecktheanswers.Step6CarefulReading1.ReadthepassageagainandjudgethesentencesbelowTrueorFalse.1)MostpupilsinEnglandwatchtheTVprogramcalledMonkeyin1979forthefirsttime.2)JourneytotheWestisanewChinesebook.It’snewtoChinesechildren3)MonkeyKingisjustanormalmonkey.4)MonkeyKingcanmake72changestohisshapeandsize.5)IftheMonkeyKingcanhidehistail,hecanturnhimselfintoaman.6)TheMonkeyKingusesamagicsticktofightthebadpeople.Writeandcheck7)TheMonkeyKing’smagicstickissolongthathecan’thideittheanswers.inhisear.8)WesternchildrenliketoreadthisbookbecausetheMonkeyKingkeepsfightingtohelptheweakandnevergiveup.Step7Workon3c.Accordingtothepassage,fillintheblanks.1)JourneytotheWestisa__________Chinesebook.IttellsoneofthemostpopularstoriesinChina.2)WhentheEnglishTVprogramMonkey________in1979,Westernchildren_________________thiswonderfulstory.Payattentionto3)TheMonkeyKingcan______________tohisbody.Heisabletheconjunctions.to_______________differentanimalsandobjects.4)TheMonkeyKing________makehismagicsticksmallorMakeavideolarge.calledYuGongStep8LanguagepointsMovesthe1.unless的意思是_______________。Mountains.2.so…that…的意思是________________,3.assoonas的意思是___________。Step9ExercisesStep10Homework教学后记62 附录附录Ⅳ：ClassroomObservationListTopic:Unit6Anoldmantriedtomovedthemountains.SectionA2(3a-3c)Teachers:XXXTotaltime:40minutesPlace:theclassroomTeachingaids:multimedia,smart-blackboardTeachingprocedures:Step1GreetingandRevision(Beforetheteachercomeintotheclassroom,themonitorleadsthestudentstoreadthenewwordstogetheraloud)T:Goodmorning,mystudents.S:Goodmorning,MsWeiT:YesterdaywehavelearnedsometraditionalstoriesinChinesehistoryLetusinvitesomeStudentstoactsomecharactersofthetraditionalstories.S:OK,canIhaveatry?T:Ofcourse,butinordertosavetime,somestudentshavealreadymakesomevideosaboutthesestories,let’shavealookandfindwhatstoriestheyare(theteacherplaythevideosthatherstudentsmadebeforetheclassandinvitestudentstotellthenameofthestories.Studentsarelaughingbecauseoftheactingismadebythemandtheatmosphereinclassisgettingwarmandnice)T:Chineseculturehasalonghistory.Therearemanytraditionalstoriesinhistory.Canyouguesswhichcharactershe/heactsGuessinggames：Whatarethenamesofthestories?(Writingdownthenamesofthestoriesintheguidedlearningplan)Chineseculturehasalonghistory.Therearemanytraditionalstoriesinhistory.Canyouguesswhichcharactertheyact?Writedownthemaincharactersodthestory(thefirsttaskdesignintheguidedplanand1._______________________almosteveryonehasfinishedthetask,thegroup2._______________________633._______________________63(taskno1intheguidedplan)___________ 四川师范大学硕士学位论文leadercheckedthetaskbefore.Step2NewwordslearningT:Lookatthepicturesandlearnaboutthenewwords.(Studentslookatthepictures,readandspellthewords)let’stakeoutthelearningplanandchecktheanswersinyougroup.Let’sreadtogetherandchecktheanswers.(becausetheyhavepreviewedthewordspartandwritedownthewordsontheirguidedlearningplaninadvance.Howeverafewstudentswhositinthecorneroftheclassroomdidn’tfinishthepre-learningpart)Newwords.词形转化turn→_____________n.转角hide→_____________过去式magic→_____________n.魔术师west→_____________adj.西方的excite→____________adj.(人)感到兴奋的→_____________adj.令人兴奋的事造句turn…into变成_____________________________________________________objectn.物体；物品________________________________________________hidev.隐藏；隐蔽____________________________________________________tailn.尾巴___________________________________________________________magicadj.有魔力的；有神奇力量的______________________________________stickn.棍；条________________________________________________________excitev.使激动；使兴奋_______________________________________________westernadj.西方国家的；(尤指)欧美的；西方的______________________________Thesecondtaskdesignedintheguidedplan(Forfinishingthetask,thestudentsfirsttriedtowritedownthewordsbutsomefailedandtriedfindtheanswersfromthetextbooksoalotoftimewasspentbythestudents.Theteachertriedtohelpthestudentsandadvisedthemtosharetheanswerstogether.Afterthat,theteacherencouragedthebestgrouptopresenttheiranswersbygivingonepointtothegroup)Step3Warming-upandpassagelearningT:Boysandgirls,Lookatthepicturesandanswerthequestions.64 附录1)Whoarethey?2)Inwhichbookaretheythemaincharacters?3)Whichcharacterdoyoulikebest?TasktheredesignedintheguidedplanS(together):They’reZhuBajie,SuWukong,ShaHeshangandTangSengformthebookJourneytotheWest.IlikeMonkeyKingbest.T:Whydoyoulikemonkeyking?Let’swatchashortvideoandtellmeyouranswer.(Teacherplaysthevideo)Allright,youcanorganizeyouranswerwiththehelpinyourlearningplan.(Studentsarechattingwitheachotherbutmostofthemareusingsomewordsbutnotthesentences)OneminutelaterT:boysandgirls,let’sstophereandreadthepassagewiththetapeandanswerthequestionswiththesentencesfromthetext.Ithinkitcanhelpyouunderstandmoreandorganizeyouranswer.(teacherplaythetapeandstudentsreadalongwiththetapeon3a)Readthepassageandanswerthequestions.7.Whichbookistalkedabout?_____________________________________________________8.Whoisthemaincharacter?_____________________________________________________9.Whatishelike?_____________________________________________________TaskfourdesignedintheguidedplanStudentsskimthepassage,studentscaneasilyfindtheseanswersout,teachermakesomestudentsanswerthequestions,andthenchecktheanswers.Keys:1.JourneytotheWest.2.TheMonkeyKing.3.Heisnotjustanynormalmonkey.Infact,hesometimesdoesnotevenlooklikeamonkey!65 四川师范大学硕士学位论文Step5CarefulReadingT:Boysandgirls,wecanshareawonderpassagetodayaboutthemostfamousmonkeyintheworld,pleasereadPara.1andtellTorF.(阅读第一段，判断正误)1.InNovember1978,pupilsinEnglandwereabletowatchanewTVprogramcalledMonkey.（）2.Mostofthemwerehearingthisstoryforthesecondtime.（）3.TheMonkeyKingisthemaincharacterinthetraditionalChinesebookJourneytothewest.（）Taskfiveinthedesignedguidedplan(Studentsstartreadingthefirstparagraphoneandcommunicatewitheachothertochecktheanswerinpairs)T:Areyoureadyfortheanswer?(Theteacherpicksupastudentandhegivesthecorrectanswer)T:NowpleasereadPara.2readthepassageagainandcompletethechartaboutthemonkeyking.Besides,readPara.3andfinishthemind-map.(Thesetwoquestionsarequitedifficultforthestudentssotheteacherwalksdownandchecktheanswers)T:Ifyouarefinished,pleasegivemetheanswer.S1:Thefirstblankis“turninghimselfbig.”T:Boy,pleaseanswermyquestionwithafullsentence.(Theteacherencouragesstudentstousesentencestogiveanswerratherthanphrase.However,thestudentsfailedtodo,sotheteachersuggestallthestudentsorganizefullsentencestoanswerthequestionintheirgroupwithina3-minute-longdiscussion.Shegetsinvolvedinthegroupdiscussingandcorrectsthemistakes)ThreeminuteslaterT:Whowouldliketosharehissentenceswithus?S1:Monkeykingcannothidehistalesbuthecannotchangehimselfbigorsmall.S2:Monkeykingcanmake72changesbuthecannotturnhimselfintoaman.66 附录T:Allright,thesearegreatsentencesandtheyconjuncttwosentenceswith“but”,thatisverygood.Nowhowaboutforparagraphthree,wouldanyonecouldretelltheparagraphwiththehelpofthemind-map.S3:Iwouldliketohaveatry.TheMonkeyis.....(themindmapisdesignedwithfullsentencessothatthestudentscangivetheiranswereasily)Step6Workon3c.Accordingtothepassage,fillintheblanks.T:Boysandgirls,youhavedoneagoodjobonthesecondreadingofthepassage.Youallcanretelleachsentence.Thatisverygood.Nowlet’sfillintheblankswiththeimportantphraseinthepassage.(TheteacherallowthestudentsfindthephraseformthepassageandpresentthemonthesmartboardinPPT)1)JourneytotheWestisa____traditional______Chinesebook.IttellsoneofthemostpopularstoriesinChina.2)WhentheEnglishTVprogramMonkey__cameout______in1979,Westernchildren_______were/becameinterestedin__________thiswonderfulstory.3)TheMonkeyKingcan____make72changes__________tohisbody.Heisableto_____turninto__________differentanimalsandobjects.4)TheMonkeyKing_____can/isableto___makehismagicsticksmallorlarge.Tasksixforthedesignedguidedplan(Whilecheckingtheanswerstheteachergivesthesecondansweronquestion2and4,shedistinguishesthedifferencesbetweentheanswersinoral,whichilearnedthatshehasexplainedthegrammardifferencesinthewordslearningbeforetheclass)Afterthattheteachergivesanothertask:Task7Teachingpoints.Fillintheblankswithunless,assoonasorso…that(Beforethetask,theteachergivesthebasicexplainingonthesethreeconjunctionwordandthegrammarrulesonusingthesewordsinthesamplesentencesinPPT)T:Now,boysandgirlspleasetakeoutyoulearningplantofinishtheexerciseinit,pay67 四川师范大学硕士学位论文attentiontothelogicalandtheuseoftheseconjunctionwords.WhenyouareOK,pleasedealwiththeexercisetogetherinyourgroup.Studentsskimthequestionsandgetthewords.Exerciseinthedesignedguidedplan：1.___________herfatherdied,thestepsistersmadeherdoallthechores.2.Shewasbusy_____shehadnotimetomakeadressfortheparty.3.Themiceknewthat_______theyhelpedhermakeadress,shewouldnotbeabletogototheparty.4.___________theprincesawher;hefellinlovewithher.5.Theprinceknew______thegirl’sfootcouldfittheshoe;itwasnottherightgirl.6.Thenewcouplewere_____happy______theycouldn’tstopsmilingwhentheygotmarried.T:aftertheexercise,pleasereadyouranswerinyourgrouptogether.(Theteacheraskeachgrouptoreadouttheiranswers,sincethestudentshavecheckedtheiranswersinthegroup,thereisnomistakeintheexercise.)Step7Homework.T:Verygood,nowboysandgirls,timegoesquicklywhenwearehavingclasses.Afterclass,pleasereadthepassagemoretimesandfinishtherestpartofyourlearningplan.Ss:OK,MsWei.T:Classisover,seeyou.S:Seeyou.68 AcknowledgementsAcknowledgementsWordsfailmewhenItrytoexpressmyheartfeltthankstomysupervisor,ProfessorYangYingyu,forallherinspiringideasandkindhelpthroughouttheprocessofmygraduatethesiswriting.Withoutherhelpfulsuggestions,herclearguidanceandherpatientcorrections,theaccomplishmentofthisgraduationpaperwouldhavebeenimpossible.It’smygreathonortohaveanunforgettableexperienceforthreeyearsinschoolofForeignLanguagesofSichuanNormalUniversity.Firstofall,IwouldliketoexpressmyappreciationtoalltheteachersatSchoolofForeignLanguagesatSichuanNormalUniversity,whoseinstructionsandguidancehavemademythreeyearsattheuniversityatrulyrewardingexperience.Inparticular,IwishtoexpressmysincerethankstosuchprofessorsasProfessorYangYingyufromwhoselecturesIhaveprofitedtremendouslyoverthethree-yeargraduateprogram.Ishouldthankeverybodyforgivingsignificantsupporttomeduringallthesemesters.69