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1、 A Study on the Application of Learning Plan Based Teaching in English Writing Class in Senior High School A Thesis Submitted to the School of Foreign Languages Shenyang Normal University In Partial Fulfillment of the Requirements for the Degree of Master of Education By Ma Fang Under the Supervisio
2、n of Professor Wu Qiong June 2016 Acknowledgements Under the guidance of lots of people, I finally finish writing paper. Now I would like to give my heartfelt thanks to them. Firstly, my thanks go to my professor Wu Qiong. From the beginning of the thesis, she gives me a lot of suggestions, includin
3、g the design of the paper, the collection of data, and the correction suggestion about my paper. All these are the reason why I finish writing paper. Without her help, this paper can be finished as I have expected. Secondly, my sincere thanks go to Miss. Zhang for her help during my experiment in Ha
4、n Dong high school. She teaches me some teaching experiences, which gives me great inspiration during my experiment. Without her help, the experiment cannot be conducted. Thirdly, I would like to thank my classmates and my family, who give me great encouragement and comfort when I come across diffic
5、ulties. Because of all these peoples contribution, I complete the thesis. Abstract English writing ability is one of the most significant English skills, and it is the point of importance and difficulty for most students. Students always find it difficult to improve writing ability, but teachers pay
6、 less attention to this part in spite of its importance. Most teachers from high school use traditional teaching methods to teach, which students find bored. In this thesis, the researcher would try to use another teaching method, Learning Plan Based Teaching, to guide students5 learning to see whet
7、her students, writing ability has improved. Under the implication of Learning Plan Based Teaching, the researcher tries to make a research on two problems. One is whether students writing ability has improved. The other is in what aspects. English writing ability has different contents. The question
8、 is what aspects have changed. In order to get the result, the researcher uses questionnaires, pre-test and post-test.The questionnaires are used to analyze three questions: whether students5 writing interest is aroused, whether students use writing strategies after the application of LPBT and which
9、 aspects of writing ability have improved. The pre-test aims to find out students efficiency before the LPBT. The post-test aims to find out whether students writing ability is improved after the LPBT. The results of the experimental are as follows: students writing ability has improved under the gu
10、idance of LBPT. Students are willing to take English writing class. They know how to study by themselves and begin to leam autonomously. Most students5 writing pieces satisfy the standards of the good composition. In summary, the application of LPBT brings great changes to students English writing a
11、nd teachers teaching. Key Words: problems, Learning Plan Based Teaching (LPBT), English writing, improve 英语写作是最重要的英语技能之一，而且它也是高中生英语学习中的一个重难点。 学生们通常发现这一块的学习很困难，但是学校老师们却很少注意到英语写作教 学的教授。大多数老师使用传统教学法，学生感觉无聊且学习没有成就感。笔者 在此背景下尝试使用学案导学的模式，指导教师的教学和学生的学习，探索这种 模式下学生的成绩是否能够提高，能力得到培养。 在学案导学模式的指导下，研宄者主要想要探索两方面的问题
12、。一是学生们 的写作能力是否提高，另一个问题就是这些提升体现在哪些方面。一个好作文的 标准是多样的，学生到底是哪些方面的能力得到提升。为了得到实验的结论，研 宄者通过问卷调查以及前侧后侧得出实验的 结论。问卷调查调查学生们的写作兴 趣是否得到提升，在学案导学模式实施后，学生们是否开始运用写作策略进行写 作，学生们在学案导学指导下写作能力得到哪些方面的提升。而前侧则是用来检 测学生们的写作水平，而后侧是在学案导学实施后检测学生写作能力是否提升。 最后得出的结论是学生的写作能力得到提升，养成了良好的自学能力，也有 了学习写作的兴趣，学生写出来的作文更加符合高考高分作文的标准。 关键词：问题；学案导
13、学；英语写作；提升 Contents Acknowledgements . i Abstract in English . ii Abstract in Chinese . iv List of Tables . viii List of Abbreviation . ix Chapter 1 Introduction . 1 1.1 Background of the Study . 1 1.2 Significance of the Study . 2 1.3 Overall Structure of the Thesis . 3 Chapter 2 Literature Review .
14、 6 2.1 Learning Plan Based Teaching . 6 2.1.1 Definitions of Learning Plan . 6 2.1.2 Design of Learning Plan . 8 2.1.3 Functions of Learning Plan Based Teaching . 11 2.2 English Writing. 14 2.2.1 Definitions of English Writing . 14 2.2.2 Process-focused Approach and Product-focused Approach of Engli
15、sh Writing . 16 2.3 Relevant Theories . 18 2.3.1 Humanistic Theory . 19 2.3.2 Constructivist Learning Theory . 21 2.3.3 Theory of “Zone of Proximal Development” . 26 2.4 Previous Studies on Learning Plan Based Teaching . 28 Chapter 3 Methodology . 33 3.1 Research Questions . 33 3.2 Subjects . 34 3.3
16、 Instruments . 34 3.3.1 Pre-test and Post-test . 35 3.3.2 Questionnaires. 35 3.4 Teacher Intervention . 36 3.5 Data Collection and Analysis . 37 Chapter 4 Results and Discussion . 38 4.1 Results . 38 4.1.1 Results of the Test . 38 4.1.2 Results of the Questionnaires . 44 4.2 Discussion . 53 4.2.1 Di
17、scussion on What Effects Learning Plan Based Teaching Model Makes on the Senior High School English Writing . 53 4.2.2 Discussion on What Changes of Subjects Attitude towards English Writing are after the Applicationof LPBT. . 54 Chapter 5 Conclusion . 57 5.1 Major Findings . 57 5.2 Pedagogical Impl
18、ication . 60 5.3 Limitations of the Study and Suggestions for Further Research . 62 References . 65 Appendix A . 68 Appendix B . 70 Appendix C . 72 Appendix D . 74 Appendix E . 77 List of Tables Table 4.1Group Statistics of Scores of EC and CC in Pre-test . 39 Table 4.2 Independent Samples Test: the
19、 Pre-test Scores of EC and CC . 39 Table 4.3 Group Statistics of Scores of EC and CC in Post-test . 40 Table 4.4 Independent Samples Test: the Post-test Scores of EC and CC . 41 Table 4.5 Paired Samples Statistics of EC in Pre-test and Post-test . 42 Table 4.6 Paired Samples Correlations of EC in Pr
20、e-test and Post-test . 42 Table 4.7 Paired Samples Test of EC in Pre-test and Post-test . 42 Table 4.8 Paired Samples Statistics of CC in Pre-test and Post-test . 43 Table 4.9 Paired Samples Correlations of CC in Pre-test and Post-test . 43 Table 4.10Paired Samples Test of CC in Pre-test and Post-te
21、st . 43 Table 4.11 Statistical Result of Question 1 to 3 before the Use of LPBT . 44 Table 4.12 Statistical Result of Question 4 to 6 before the Use of LPBT . 45 Table 4.13Statistical Result of Question 7 to 9 before the Use of LPBT . 46 Table 4.14 Statistical Result of Question 10 to 12 before the
22、Use of LPBT . 47 Table 4.15Statistical Result of Question 1 to 3 after the Use of LPBT. 49 Table 4.16Statistical Result of Question 4 to 6 after the Use of LPBT. 50 Table 4.17Statistical Result of Question 7 to 9 after the Use of LPBT. 50 Table 4.18 Statistical Result of Question 10 to 12 after the
23、Use of LPBT . 51 viii List of Abbreviation LPBT learning plan based teaching SATD student teams achievement division STL student team learning CNKI China knowledge resource integrated database CC controlling class EC experimental class Chapter 1 Introduction Chapter one is the introduction of the th
24、esis. The researcher divides it into three parts: the background of the thesis, the importance of the thesis andthe brief introduction of each chapter. The reason why the researcher decides to do the research is that the situation of high school students writing ability needs to be improved. The imp
25、ortance of the thesis is that it may provide some useful guidance for students learning and teachers teaching. The overall structure of the thesis is the brief introduction of the content of each chapter. 1.1 Background of the Study As is known to everyone, English writing is one of the students int
26、egrated skills. It is the sign of Englishefficiency. Everyone knowsthatEnglish speaking is the communication tool, but English writing enjoys the equal importance to English speaking(Dai, 2007). Some people even think it more difficult to acquire than other skills. In recent years, it is not difficu
27、lt to find that the scores for English writing part have been at a low level in the various examinations. Many high school students think it is hard to learn English writing well. They lack interest into English writing. Teachers from high school do not teach writing. They just give some writing sam
28、ples for students to recite. Some teachers do apply certain teaching methods into teaching, but the traditional teaching methods do not achieve the expected result. The l traditional teaching methods that think highly of language and examination, but belittle strategy and ability do no help to the f
29、ormation of good writing skill. Under the current circumstances, higher requirements for teaching ability of high school English writingshould be put forward. Since the traditional teaching methods cannot satisfy the requirements of high school English writing teaching, some scholars put forward Lea
30、rning Plan Based Teaching.Leaming Plan Based Teaching model highlights the autonomous learning of students, which is in line with the standards of English Curriculum Standards for Senior High School. Apart from this, Learning Plan Based Teaching advocates improving the overall quality of students, c
31、ultivating students5 innovative spirit and practical ability， and promoting students independence during the process of learning， which caters to the need of students5 development(Song & Wang, 2008). 1.2 Significance of the Study The researcher will illustrate the significance of study from two part
32、s: the significance of the theory and the significance of practice. First is the significance of theory. The so-called “Learning Plan Based Teaching” refers to the teaching model in which learning plan is regarded as the carrier of learning, teachers guidance is the dominanceof learning process, and
33、 students autonomous learning is the main body. In this model, teachers and students work together to achieve the learning aims. This teaching model changesthe traditional models in which teachers5 teaching possesses most of the time and students leam passively. Both teachers leading role and studen
34、ts 2 status of the main body are embodied in this model. From the concept of LPBT, it is known that the application of LPBT is in line with the theory of humanism and constructionism. Model of LPBT is the inheritance of scientific theories and the development of these theories. Second is the significance of practice. As one of the most important subjects of senior high school, English accounts for a large proportion in the college entrance examination. Most of the students want to learn English well,