Secondary Language Learning Is Discussed

"Inquiry learning of Chinese means a kind of Chinese learning way that the student embarks from inquiring into the question of Chinese learning under teacher's instruction, gaining the language knowledge and applying language knowledge on own initiative by the similar science research way, thus they can solve the question, and raise the creation ability, the practice ability as well as inquires into the makings." Recent years, inquiry learning of Chinese which aims at training the student to inquire into the nature, the creativity and accomplish the student full scale development is the Chinese educational reform fashion topic, also it is a big development tendency which our country elementary education curriculum reforms.This article tries to discuss the inquiry learning of Chinese from the following five parts:The first part aims to discuss the connotation and the characteristic of Chinese inquiry learning. Obtain from on position concept of Chinese inquiry learning—inquiry learning's definition and characteristic expanding Chinese inquiry learning's meaning and characteristic. The second part elaborates the necessity and feasibility of Chinese inquiry learning. Abolishing the traditional Chinese teaching long-standing abuse, promoting the student full scale development and realizing the teacher occupation growth are the necessities of Chinese inquiry learning. The openness of Chinese learning's content, the practicality of Chinese learning and the language ability as well as the polytropism of understanding text enable the language discipline to have the feasibility of developing inquiry learning. The third part is the investigation and the analysis of implementation present situation of Chinese inquiry learning. Through separately carries on the questionnaire survey to the students and teachers, discovering Chinese inquiry learning's implementation present situation not entirely as desired, still have many problems. This part emphatically analyze the questions which exists to the student and the teacher. In view of the teacher's two major problems which exist in the process of Chinese inquiry teaching: The teaching strategy and appraisal method being short of, propose the fourth part of—teaching strategy of Chinese inquiry learning and the fifth part of—appraisal method of Chinese inquiry learning. The teaching strategy in forth part mainly carries on the elaboration from macroscopic and the microscopic two aspects. Macroscopic teaching strategy including democratic strategy, cooperation strategy, life strategy and activity strategy four kinds. In view of Chinese inquiry learning has two kind of forms that the Chinese classroom inquiry learning and the special type Chinese inquiry learning , the microscopic teaching strategy namely concrete strategy separately carry on the discussion to teaching strategies of two kind of forms. The fifth part obtains from Chinese inquiry learning's appraisal principle, proposing language four appraisal methods of Chinese inquiry learning.