A Study On Inquiry-based English Grammar Teaching In Senior High School

English grammar,as an important part of English learning for high school students,plays an important role in high school English learning.In the college entrance examination,attributive clause in high school English grammar is one of the key points of assessment,but it is generally difficult for students to effectively learn attributive clause.In recent years,many researchers have begun to explore an inquiry-based English teaching.Therefore,the purpose of this study is to explore the effects of inquiry-based grammar teaching on high school students’ English grammar,and to provide a reference for high school English grammar teaching practice.This study is mainly based on quasi-experiment method,supplemented by questionnaires and interviews.A total of 95 students from two natural classes of a senior high school in Dan Dong were selected as the subjects of the research for a two-month teaching experiment.The traditional PPP grammar teaching mode was adopted in the control class while the inquiry-based grammar teaching was adopted in the experiment class to explore its effects.Meanwhile,this study will rely on the theories of “constructivism” and “discovery learning” as the theoretical basis and apply inquiry learning mode to the grammar class to solve the following three questions by setting the attributive clause as an example.(1)What are the design and implementation procedures of inquiry-based grammar teaching?(2)What are the effects of inquiry learning mode on students’ grammar knowledge level of attributive clause?(3)What are the effects of inquiry learning mode on students’ attitudes and interests in grammar learning?Firstly,the experiment class students were divided into several inquiry groups in the preparatory stage of the experiment.In the process of implementation,5E inquiry learning mode was used,which was mainly divided into 5 steps: Engagement,Exploration,Explanation,Elaboration and Evaluation.Before the experiment,pre-test was conducted in the two natural classes,so as to find out the participants’ grammar knowledge level of attributive clause.Then,SPSS19.0 software was used to analyze the data.The data showed that the P-value was 0.951>0.05,indicating that there was no significant difference in grammar knowledge level of attributive clause between the two natural classes before the experiment.After the experiment,quantitative and qualitative analysis were combined to collect data.Finally,SPSS19.0 software was used to analyze so as to discuss the collected data.Among these research instruments,the test was used to answer whether there was a significant difference on grammar knowledge level of attributive clause before and after the experiment class.Questionnaires and interviews were used to answer whether the students’ interests and attitudes in grammar learning was changed after the experiment class adopted inquiry learning mode.The results of the study are as follows:(1)a.Inquiry-based grammar teaching should follow the following teaching principles: 1)Subjective principle;2)Problematic principle;3)Cooperative and communicative principle.b.At the same time,the following procedures should be followed in the inquiry-based grammar teaching: 1)Students perceive grammar in the context created by the teacher;2)Students identify the problems to be solved;3)Students come up with the hypothesis to solve the problems;4)The teacher assists the students in inferring the meaning of the hypothesis;5)the hypothesis is tested by evaluation.(2)Inquiry learning mode has a significant effect on students’ grammar knowledge level of attributive clause.Compared with the traditional PPP teaching mode,inquiry learning mode can improve students’ grammar knowledge level of attributive clause more significantly.(3)Inquiry learning mode improves students’ interests in grammar learning and their attitudes of grammar learning changes from passive acceptance to active exploration.These findings indicate that inquiry learning mode is effective in grammar learning of senior high school students.Therefore,teachers should try more innovative teaching methods in grammar teaching practice in order to improve students’ interests and enthusiasm in English grammar.In addition,teachers should pay attention to the cognitive development level of students in inquiry-based grammar teaching.Students should give full play to their subjective initiative in the process of inquiry so as to better improve their grammar learning level in the process of inquiry.