Research On The Inquiry-based Reading Teaching Strategy For Chinese Lessons In Senior High School

The inquiry-based reading teaching strategy is a kind of Chinese teachingmethod which changes passive receiving into engaged learning and improvessingle absorption to multi-aspect communications. It is focused to build instudents the abilities of finding problems, raising questions and then solve theproblems. Now days, the discussion on the inquiry-based reading teachingstrategy is proceeding in full swing, and the new Chinese lessons in high schoolsbecome more and more focused on the fostering of the inquiry ability of thestudents. In the Standards （Experiments） for Chinese Lessons in Normal SeniorHigh School which was issued by the Ministry of Education in2003, it waspointed out that “it should become the main task of Chinese lessons in senior highschool to promote the development of their（the students） inquiry abilities”. Atpresent, some schools are also trying to apply this kind of teaching strategy.Although they have made some improvements, the results are not very satisfyingand shortages still exist. Therefore, the research on the inquiry-based readingteaching strategy for Chinese lessons in senior high school is valuable andimportant both theoretically and practically.This thesis consists of four parts:Ⅰ General introduction of inquiry-based Chinese reading teachingstrategy.This part mainly discusses the basic connotation, theoretical basis andfeatures of inquiry-cased reading teaching. The essence of inquiry-based readingteaching is to build the students’ ability of questioning&inquiring and improvetheir reading skills. The inquiry-based reading teaching is based on theconstructivism learning theory, the reception aesthetics theory and Ausubel’smeaningful learning theory. Basing on these theories, teachers can provide better instructions to the students. This part also investigates the features ofinquiry-based reading teaching in order to further understand about this kind ofstrategy.Ⅱ The model of inquiry-based reading teaching for Chinese languageThis part, basing on the results of the questionnaire survey among tens ofteachers and hundreds of students in three senior high schools of Suzhou City,researches the aspects including teach target, inquiry objects, operation proceduresand evaluation of this strategy, trying to improve the inquiry-based readingteaching all around and make sure it can progress smoothly.Ⅲ Empirical study on inquiry-based reading teaching of ChineseLanguage.This part analyzes the objects and the results of the survey mainlybasing on the writer’s own experiences in the senior high school. This articlechose two equivalent classes for her experiment to research the effects ofinquiry-based reading teaching when it is put into operation and the shortages thatstill exist.In the end, this article concludes on the experiment results that they haveeffectively combined inquiry-based reading teaching, independent study andcooperative learning and have further improved the application of inquiry-basedreading teaching, as a result of which the Chinese language learning skills and theoverall quality of the students have all been truly improved.