An Experimental Study On Inquiry-based Learning In High School English Reading Teaching

English reading is an integral part of learning English.With the new curriculum reform and the proposed core competencies of the English subject,how to effectively carry out English reading teaching has become a common concern for teachers and students.At the same time,teachers are beginning to recognize the importance of developing students’ independent learning and reading skills as well as inquiry skills,and IBL focuses precisely on the improvement of students’ learning abilities and reading skills.Therefore,this study attempts to adopt an Inquiry-based Learning’s teaching model to guide English reading teaching.Based on Bruner’s Discovery Learning,Constructivist Learning theory,Schema Theory and Krashen’s Input Hypothesis,the thesis mainly focuses on three research questions to carry out this experiment: What are the effects of IBL on students’ reading skills of grasping the main idea? What are the effects of IBL on students’ skill of reading for detailed information? What are the effects of IBL on students’ reading skill of inference?103 subjects from Luquan No.1 Middle School in Shijiazhuang City are selected in the teaching experiment.Among them,there are 51 people in the experimental class and 52 people in the control class.Two research instruments,tests(pre-test and post-test)and interview,are applied.Before the experiment,the experimental and control classes are tested separately,and the pre-test material(see Appendix Ⅰ)is selected from the reading comprehension part of the 2021 National Volume Ⅰ of English test paper of NCEE.During the experiment,PWP teaching steps are used in the control class,and 5E teaching mode of IBL is used in the experimental class.After the experiment,the experimental class and control class are tested again.The test materials(see AppendixⅡ)are selected for the 2022 National Volume Ⅰ of English test paper of NCEE and after 6 students are randomly interviewed.The data collected in the experiment are organized and analyzed using SPSS24.0,and the interview results are carefully recorded and transcribed into English.Through the results of tests and interviews,the thesis draws the following conclusions:IBL can improve student’s ability to grasp the main idea.Besides,the application of IBL can effectively improve students’ ability of reading for detailed information.Moreover,the application of IBL can effectively enhance students’ reading ability of inference.Therefore,IBL can be effectively applied to high school English reading teaching,and it can improve students’ English reading ability.