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Analysis On The Present Problems And Countermeasure Of Inquiry Learning In Chinese Teaching In Junior High Schools Of Xingtai

Posted on:2013-12-30Degree:MasterType:Thesis
Country:ChinaCandidate:X F MaFull Text:PDF
GTID:2247330395954222Subject:Education Management
Abstract/Summary:PDF Full Text Request
In this thesis, the aim of this study is to understand the implementation ofinquiry learning in Chinese teaching in junior high school of Xingtai and putforward practical solutions to advance inquiry learning in Chinese teachingaccording to the current situation, the connotation and the characteristics ofinquiry learning is clearly stated and the necessity and advanced experimentalresults in junior high school Chinese teaching are illustrated. Then,questionnaires about the situation of implementation of inquiry learning injunior Chinese teaching and learning are made based on the interview ofteachers and students in three different middle schools in Xingtai. According tothe statistics and analysis, a number of questions in the process of implementinginquiry learning are found and the causes and improvement strategies areproposed accordingly.The thesis is mainly divided into six parts.Introduction. The reasons and significance of the research are introducedand related literature at home and abroad is sorted out and research methods andthe definitions of junior high school Chinese teaching and inquiry learning areclearly illustrated.Chapter one is about the necessity and the value goals. In this part, thenecessity of implementing inquiry learning in Chinese teaching is introduced,namely, the nature of Chinese teaching in junior high school requires inquirylearning method, the content of Chinese curriculum in junior high is suitable to inquiry learning, the reform of junior Chinese advocates inquiry learning. Itclarifies the value orientation of inquiry learning in junior Chinese teaching,which are arousing the students’ interest in learning Chinese, cultivating creativethinking, building up confidence, enriching emotional experience, raisingsentiment, broadening the space for Chinese learning and improving students’application ability.Chapter two is about component element, the types and basic principles ofinquiry learning in junior high school Chinese teaching. In this part, the basiccomponent element, different types and basic principles of implementing inquiryleaning in Chinese teaching are illustrated. The basic principals are thecombination of the teachers’ participation and the students’ inquiry learning, thecombination of independent study and cooperative inquiry, the combination ofextensive reading and exploring the text, the combination of subject study andinterdisciplinary study and the combination of inquiry learning and acceptingstudy reception learning.Chapter Three is concerning about the investigation and analysis of thestatus quo of implementation of inquiry learning in junior Chinese teaching inXingtai. In this part, questionnaires for teachers and students are made about thepresent situation of inquiry learning in Chinese teaching, researching into fouraspects from teachers’ and students’ points of view, which are the understandingand cognitive process of inquiry learning of Chinese teachers, theimplementation degree and influential factors of inquiry learning, the application sphere of inquiry learning and the result of inquiry learning implementation.Through comparison and analyzing, questions and causes are found out.Chapter four is about the improvement strategies in promoting inquirylearning in Chinese teaching in junior high school. In this chapter, thecorresponding improvement strategies are proposed in terms of the findings ofthe investigation, namely, setting up modern scientific values of education,changing the old thinking pattern, strengthen education evaluation system andregarding scientific educational purpose as the core of the evaluation, organizingspecific training of inquiry learning, improving the understanding of the inquirylearning of teachers, advocating teachers further study of Chinese curriculum, anaccurate grasp of the content for inquiry, providing teachers with opportunity toget further study and educational research, improving teacher’s professionalcompetence, believing in student’s ability, giving students more opportunities toexplore and practice and returning classroom to students.Conclusion. In this part, the conclusion of the research is summarizedincluding the significance and shortcomings of the study as well as the prospectof inquiry learning in junior Chinese teaching in Xingtai.
Keywords/Search Tags:Xingtai Junior High School Chinese Teaching, InquiryLearning, Present Situation Investigation, Improvement Strategies
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