Abstract: From the perspective of vertically dynamic “Analysis of Learning”, and based on the results of an investigation carried out in some primary schools in Nanjing, the paper proposes to amend the design of teaching plan for primary English learners following the sequence of “pre-class”, “class” and “post-class”. Pursuant to the method of “Typical Cases Analysis”, the thesis shows how to integrate dynamic “Analysis of Learning” into teaching planning for young-aged second language learners. It argues that a teacher should speculate his or her pupils’ previous experience and their physical and mental features before class，offer them optional classroom activities and adjust his or her teaching according to their responses in class, and analyze their errors and criticize their performance in class and after class as a timely way of feedback and assessment. Through the data collected in her own teaching practice, the authoress demonstrates that after having teaching plan integrated with “Analysis of Learning”, she observes greater passion in her pupils and higher efficiency in learning English. In terms of language output, learners are able to answer questions more accurately and achieve better achievements in English tests. Besides, they reveal much more confidence and fluency as well. The paper concludes that it is practicable and learners-profitable to employ dynamic “Analysis of Learning” in teaching plan for primary English learners.
Key words: teaching plan; “Analysis of Learning”; primary English learners; dynamic
CONTENTS
Abstract
摘要
1. Introduction1
1.1 Definition of “Analysis of Learning”
1.2 Theoretical Bases of Teaching Plan Involving “Analysis of Learning”
2. Analysis of Drawbacks of Present Teaching Plan for Primary English Learners5
2.1 Survey Statistics
2.2 Analysis of Problems in Surveyed Teaching Planning
3. Embodiment of Dynamic “Analysis of Learning” in the Design of Teaching Plan for Primary English Learners6
3.1 Pre-class
3.1.1 The Importance of Previous Experience of Learners
3.1.2 Learners’ Physical and Mental Characteristics Accountable
3.2 Class
3.2.1 Optional Activities for Learners
3.2.2 Other Strategies to Improve Learning Efficiency
3.3 Post-class
3.3.1 The Importance of Simultaneous or Timely Feedback
3.3.2 Reappraisal of the Effect on Teaching and Learning
4. Conclusion.15
Bibliography16
Acknowledgements.17
