A Study of the Learning-plan Model of Teaching-最新资料

A Study of the Learning-plan Model of Teaching

【】 This paper attempts to make a study of a

newly-emerging teaching method in the field of rudimentary

education, viz. the Learning-plan Model of Teaching (LMT),

with a view to justify that LMT is a scientific and

effective teaching method, which, therefore, should be

accepted and generalized in the field of rudimentary

education as a model of quality-oriented education.

1. Introduction

The Learning-plan Model of Teaching (LMT) among

others is a rising teaching method in the field of

elementary education at present. In this model, learning

plans are adopted as the carriers of knowledge, students

the centre of the process and teachers have to be somewhere

in the classroom but the platform thus providing that to

students who on which can show themselves freely, which

could be regarded as a model of quality-oriented education.

2. Literature Review

LMT dates back to 1990s when No.1 Middle School in

Jinhua, Zhejiang first came up with the concept of

“learning plan” in contrast to “teaching plan” and incorporated the concept into the practice of teaching,

provoking an awful reverberation in the field of education

across the country. Numerous experts and scholars since

then have been focusing their attention on LMT. Among them

are Prof. Jia (2004) who holds that LMT is a potential and

promising teaching method and Li Zhihou (2009) who deems

that it creates a positive ecological environment where

information could be transferred effectively into

knowledge.

3. Methodology

3.1 Participants

Participants in the survey are three groups of

students from Taozhou Middle School in Jiangsu Province

where the author once worked and which has implemented LMT

within the whole school since 2008. The first group is

composed of 50 students randomly chosen from Grade 1, the

second group likewise of 50 students randomly chosen from

Grade 2 and the third group of 50 students randomly chosen

from Grade 3.

3.2 Procedure

The three groups are called together and arranged

respectively in three empty classrooms by the author and his two former colleagues and are asked to fill in the

questionnaires within 15 minutes at the same time. It is

necessary to tell them that this is not an examination but

an investigation irrelative to their academic performance

and assessment, which could help them relax and ensure

their answers’ accuracy.

4. Discussion

4.1 The difference between the traditional teaching

method and LMT

The data retrieved from questionnaires indicate the

distinctions between the traditional teaching method and

LMT. The first point lies in the different roles of teachers.

In the former mode of teaching, teachers are seen as the

center of the classroom, students just sitting still and

receiving passively what the teacher instills throughout

the whole process, while teachers utilizing LMT are not

regarded as the center of the classroom but a kind of

assisting instrument for students if necessary. The second

distinction has a bearing upon the carrier of knowledge

which finds itself in the textbooks in the traditional

teaching method but in a piece of learning plan organized

and compiled by teachers in advance in LMT. Besides, data indicate that most subjects cast their votes for LMT in the

aspect of learning autonomy, with a minority of them

holding that priority should be given to the traditional

teaching method on account of its advocacy of students’

learning autonomy, which is indeed a truth in some areas.

Nevertheless, autonomy in most of the traditional classes

is still a luxury with teachers being in charge of the whole

process of teaching and students just sitting still

passively receiving what teachers imbue. In LMT, however,

autonomy is endowed to students who thus could learn in

accordance with their interests. Other things being equal,

a student who learns autonomously will offer a better

academic performance than those who cannot but learn

passively. Therefore, given the advocacy of students’

learning autonomy, LMT undoubtedly dwarfs the traditional

teaching method.

4.2 The prospect of LMT

LMT is a newly-emerging thing in the field of

rudimentary education, which thus far could only be found

implemented in a finite number of schools such as Xinjiang

Middle School in Shanxi, Yangsi Middle School in Jiangsu

and Du Langkou Middle School in Shandong, etc. In view of