Inquiry Teaching Research In High School English Of The Remote

Inquiry teaching is a kind of new teaching mode of our country new curriculum advocates, and now it has been accept anted by broad education experts, scholars and front-line teachers and whether in exploring instructional theory, a research-based teaching mode, but also on inquiry teaching classroom implementation are already have made abundant achievements. However, front-line teachers of the remote in our relatively backward countryside area, had understood inquiry teaching, but they smattered or distorted about basic concept of inquiry teaching. So it is difficult to implement or implementation of the effect in the teaching process. This topic is trying to through in-depth implement inquiry teaching classroom teachers in rural areas, on the implementation of the situation comprehensively to observe and understand, further enrich, deepening the understanding, inquisitive teaching aim is to understand the rural teacher inquiry teaching practice, aiming at the problems existing in the insufficient and problems seek countermeasures. As the writer time and ability of me is restricted, this study choose high school English in Henan rural areas as the object of study. So, not only for rural high school English lesson inquiry teaching deeply have guiding application value, and for the further promotion of the new curriculum reform and the rural development also has high school English teaching for reference.Part one the introduction, including five aspects. First, the origins of research, in order to further promote the needs of the new curriculum reform as well as for rural high school English teaching development needs, and determine the content of this topic. Second, Literature review, analyzing the domestic and foreign research about inquisitive teaching, in the affirmation previous research results at the same time, and find out the parts that need to be improved of inquiry teaching research, so as to determine the logical starting point about the subject research. Third, purpose of the research and its significance. Fourth, introduce the research methods used in this topic research institute. Fifth, analyses the important concepts involved in this topic research.Part two theory analysis of the high school English inquiry teaching, This section mainly analyzed from exploring instructional theory basis, inquiry teaching of basic characteristic and inquiry teaching from three aspects of teaching process. From the theoretical basis of respects, dialectical materialism epistemology, pragmatism inquiry teaching theory, constructivism learning theory and humanistic learning theory etc for inquiry teaching provides sufficient theoretical support. From the basic feature, inquiry teaching in the teaching objective, teaching subject, pay attention to the focus, the students'participation status, explore ways, teaching evaluation have its unique characteristics. From the teaching process, inquiry teaching is contextualized, problem melt, the student activities and various aspects of the evaluation for the integration of teaching process. In this process, students have fully display their opportunities, cultivating students'initiative investigation, and independent thinking ability.Part three inquiry teaching practice investigation in the rural high school English, this part of teaching mainly from rural infrastructure, rural high school teachers and students of inquiry teaching of cognition, rural high school English implement inquiry teaching situation, rural high school English implement inquiry teaching of influencing factors on investigation. The author has used the thorough classroom carries on the observation, questionnaire and depth interview way collecting information, understanding inquiry teaching in rural high school English classes, looking for implementing the real condition of inquiry teaching implementation of the existing problems, exploring and delve into the causes of the existing problems based on the practical teaching of deficiency and problems, for the rural environment of high school English teacher provide better implement inquiry teaching strategies.Part four study the inquiry teaching strategies in rural high school English implement. This section is discussed from four aspects. First, from teachers'inquiry teaching ability Angle, the teacher must correct understanding and comprehension inquiry teaching theory and its implementation, while also adjust the role and function our in inquiry teaching, improve their explore problem situation creation ability and the teachers themselves to explore the teaching evaluation of ability, and such abilities have overcome the inquiry teaching problems and insufficiency, improve the rural high school English teaching quality. Second, from the student's own inquisition ability Angle, students are subjects of inquiry teaching, students only have the right recognitions on inquiry teaching theory and implement, exploring the process can operate freely, improve students reconsidering, inquisition ability, and improve their overall quality. Third, from the Angle of the bondage on high school English classes to implement inquiry teaching of university entrance exam system, to cultivate the student's ability of autonomous learning ability and inquiry, not only should change the teachers'teaching concept, students' learning ideas, but also adjust the bound for the purpose of school policy restriction.Four parts are always revolve around analyzing rural high school English inquiry teaching, from the introduction section, the reason of writing to rural high school English inquisitive teaching theory is built, to rural high school English inquiry teaching practice investigation, then to rural high school English inquiry teaching of factor analysis, and a rural high school English inquiry teaching strategies to deal with discussions, these links linked together, together efficiently.