| Changes in the way students learn are one of the important goals of the curriculum reform, which aims to promote self-learning, cooperative learning and inquiry learning, thus fostering students to learn how to learn, and developing a scientific habit and the ability to make innovation so that students are prepared to be lifelong learners. Changing the way students learn is related to teachers and students. How to effectively implement inquiry learning has become the focus of everyone’s concern, which is a subject placed in front of teachers. As English teachers, Based on the requirements of the new curriculum standards, the purpose of this study is to understand the status of the implementation of inquiry learning, to make analysis of the problems and the reasons during the process of current implementation of inquiry learning and to put forward the corresponding improvement measures.The study is divided into four parts:the first part elaborates the origin of the study, reviews existing researches and introduces the idea and design of the study. The second part presents the results of the investigation. English teaching is still knowledge-specific teaching performed by teachers and students are still passive so that students lack the initiative to find and explore in groups. Teachers in inquiry learning are more concerned about the form of classroom instruction rather than nature and they pay more attention to student learning results, rather than the learning process. Evaluation system is still based on summative assessment, which hinders the launching of the new curriculum reform and is not conducive to the future development of the students. The third part analyzes the factors leading to the status of the inquiry learning. In the fourth part, based on the above analysis, I attempt to put forward recommendations for inquiry learning in high school from the four aspects of the students, teachers, textbooks and evaluation of inquiry learning. |
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