The Guidance Of Chinese Inquiry Reading

A new round of basic education curriculum reform, strongly initiating the inquiry learning, takes student’s development as the basic direction.. As the outcome of the combination of inquiry learning and Chinese language discipline, Chinese inquiry reading has caused great attention. However, there appear several problems in the process of instructing students to apply inquiry reading method. In order to improve these situation, this article chooses the guidance of Chinese inquiry reading as the object of the research, hoping to provide theoretical and practical support to the teachers’ guidance of Chinese inquiry reading and make the students’ language learning better.This article mainly consists of the following several aspects:The first level of the research is "what". This part of the content will be discussed in the introduction and chapter one. The introduction mainly discusses the background of the topic, the purpose and the significance of the topic selection and introduces researches from home and abroad on the guidance of Chinese inquiry reading. Chapter one is an overview of the guidance of Chinese inquiry reading and mainly analyzes the basic concepts, characteristics and relevant theory of the teachers’ guidance of Chinese inquiry reading.The second level of the research is "why". This part of the content will be discussed in the chapter two. In this chapter, the article tries to realize the present situation and find the problems of guidance of Chinese inquiry reading in the class on the aspects of teachers’ concept, quality and methods of instruction through questionnaire, interview, listening to the teaching in the class and analyzing cases of classroom teaching.The third level of the research is "how". This part of content will be discussed in the chapter there, four and five. In this level, the article tries to putting forward the solutions based on the problems discussed in the chapter two. Chapter there talks about the construction of the teachers’ concept, chapter four is about the design of the method and the chapter five is about the requirements of the teachers’ ability. Each chapter has respectively provided feasible solutions and suggestions according to the problems reflected in the investigation.