A Study Of Inquiry Learning In Middle School Chinese Reading Teaching

One important goal of the current national basic curriculum reform of elementary education is to change students’ study habits that study passively, train mechanically. And instead of that it is to promote actively the autonomous study, cooperation and exploration to guide students to participate actively, explore and make something by themselves. Therefore, in terms of Chinese reading teaching, inquiry learning is also gradually being known by people, and has been carried out in all the high school classes. However, there have been some problems in teaching such as superficial inquiry,"Chinese taste" has lost in inquiry learning. So, it has been a major problem to make good use of inquiry learning to develop students’ individuality, creativity and inquiry ability, given that not conflicting with the current selection exams.This paper will discuss some new problems and reasons combining the survey and the status of the inquiry learning operations. It also puts forward relevant ideas and strategies to correct current deviations in Chinese inquiry learning, to perfect inquiry learning theory and to lead Chinese Researching Learning practices with the help of the guidance of some experienced teaching cases.This paper is divided into four chapters. The first chapter is Introduction Section. This chapter explains the feasibility of this paper from the reasons of choosing the topic, relevant review research and research ideas and methods, combining with the literature of current inquiry learning theory and teaching research and combining with current problems and misunderstandings of this thesis.The second chapter expounds the content and character of inquiry learning, and it also discusses the basis of inquiry learning in the reading teaching, including the Inquiry Teaching Theory, Constructivism Learning Theory, Reception Aesthetics Theory and Dialogue Teaching Theory, which support the following discussion of inquiry teaching.The third chapter surveys the current situation of inquiry learning in Chinese reading teaching in middle school, especially junior middle school, based on specific data and results, in order to describe existent problems and analyze the reasons, which are summarized as below:teachers are not strong in designing inquiry activities because they can’t understand the theory deeply; students are weak in explore actively and they don’t have adequate time and chances to explore; teacher can’t play their roles correctly; conflicts and contradictions between the examination and evaluation of inquiry learning; the lost of "Chinese taste" and so on.The fourth chapter proposes several ideas to promote inquiry learning. It exposes corresponding strategies from four parts including relevant preparation before class, optimize teaching design, the process of reading classes and after-class evaluation strategies, so as to improve current problems according to concrete practice and make a profound reflection and exploration on the inquiry learning.