Xinjiang Uygur Bilingual Teachers In Middle School Classroom Zetetic Teaching Research Of The Problem

The teaching level of the ethnic minority science teacher is low in Xinjiang uygurautonomous region, especially in the case of inquiry-based teaching has many problems,therefore it is necessary to reserach and do some investigations about these related issues.Through questionnaire survey conducted among180students and6teachers from Kashgar,Turpan and Jimusar, so as to analyze the problems existing in inquiry teaching process.The investigation take one of two ways: questionnaire and interview. Questionnairesbased on the unbalanced bilingual education development, the imperfect teachinghardware and the seven elements （1、Proposition of the questions2、Assumption3、Planestablishment and implementation4、Problems settlement and cooperative exploration5、Analysis and argumentation6、Stimulating evaluation and extension7、The imbalance ofbilingual education development and the imperfection teaching facilities）12multiple-choice questions and a quiz set a total of seven aspects, from the student’s point ofview, to understand the inquiry teaching specific process and implementation. Set ofproblems for teachers, mainly from bilingual teaching one of the problems: unevendevelopment of bilingual education, teaching hardware imperfections in this area to findout about the school teaching situation, according to seven of the inquiry teaching process,understanding teachers in specific conduct problems encountered in the process of inquiryteaching. The interview has set up a total of five questions.Statistics and analysis of the questionnaire showed that in the inquiry teaching processof the bilingual teachers in high school in Xinjiang,58.4%of the students like theexploratory teaching method of the phisics teacher, the students’ approval degree aboutthe process of inquiry-based teaching is over70%. In the teacher’s interview, summarizeproblems are as follows:(1) the teachers will not be able to quickly understand the newteaching material and apply to the inquiry-based teaching, the teacher’s own scope ofknowledge is not enough;(2) the teachers and the students sometimes have themisderstanding of each others language meaning,it is lead to the explore processunfavorable, or it is interrupted, the teacher will change back to the main body of theteaching;(3) the school hardware facilities is not complete.Study showed: To deal with the problem in inquiry teaching, teachers should:(1)vastly change their role-from the front to the back, namely from an―instructor‖to a"director", and let students be the main part of teaching process.(2) Further improvethemselves–in both daily life and teaching process, teachers shall improve their ability and knowledge.(3) Earnestly strengthen every aspect and links of the inquiry teachingprocess, and give equal emphasize to every students.(4) Deeply understand the culture ofminority groups while conducting bilingual teaching, and apply their understandings ininquiry teaching of physics, so that students are better able to carry out and accomplishinquiry tasks.