On The Cultivation Of Inquiry Ability Of Students In The Teaching Of Comparative Reading

With the development of society, the standard of talents is redefined and theinnovation spirit and practice ability become the most important characteristics of thetalents. The surge of knowledge and the innovation of technology require largequantities of innovative talents with spirit of pioneer and practice ability. Thecultivation of innovative spirit depends on the ability of inquiry, therefore, theemphasis on training such ability of students has already become the common trend ofeducational development of countries all over the world.Comparison, a basic manner of human thought, is an important method ofcreative thinking. Comparative reading requires students to grasp article bycomparing the similarities and differences of two or more articles and it combines theability of reading, understand, comparing and appreciating. The application of thismethod help students understand the articles from the broader background and deeperlevel, and at the same time, it effectively trains such abilities as analyzing, observing,synthesizing, association and imagination. Aiming at the importance of inquiry abilityin the new round of course reform and the severe lack of such ability among students,this thesis is intended to explore the feasibility of the cultivation of this ability in theteaching of comparative reading on the basis of the previous study and the writer'sown teaching experience.This thesis is composed of five chapters:Chapter one presents the connotation and significance of the cultivation of theinquiry ability in the teaching of comparative reading. Chinese inquiry ability is animportant psychological characteristic in reading and the discovery consciousness,research ability and exploration spirit are the key contents what the ability trains. Inaddition, such ability is significant to the students' development and Chinese learning.Chapter two explores the feasibility of such ability in the teaching ofcomparative reading from the theoretical and realistic levels. The teaching ofcomparative reading can not only train the students' inquiry ability but offers afavorable condition for it.Chapter three discusses the corresponding teaching principles in comparativereading. The writer explains the change of relationship between teachers and students,the change of views about teaching materials and the change of learning manners.Chapter four explores the implementing scheme of the inquiry ability incomparative reading teaching. This scheme includes five steps: fist, study the teachingmaterial, choose the comparing materials carefully according to the teaching purposeand students' level, stimulate the learning desire and enthusiasm of students;Second,instruct students to read the materials, choose the best comparison point, thus fix onthe direction of inquiry;Third, teach students to use scientific method to makecomparison;Fourth, further explore the reasons for causing the similarities anddifferences, summarize the writing rules, enable the students' understanding of thearticle to sublimate from perceptual cognition to the rational level;Five, extend theinquiry ability to after class, make students get used to it and then realize theinnovation.Chapter five introduces several problems that should be paid attention to in thecomparative reading teaching. The writer point out that comparative reading, liketraditional teaching, has its pros and cons. The teacher should choose the suitablemethod based on the text characteristic and teaching purpose. The routinization ofdiscussion in comparative reading teaching shouldn't ignore its validity. In addition,the relationship between the ability and knowledge should be handled well.