Application Of Inquiry Learning Model In The Instruction Of High School English Writing In China

Writing for high school English learners is crucial. It is not only an important link in language learning and also test students on English grammar, vocabulary, knowledge, background and so on. Traditional high school English writing teaching takes teacher as the center of the class. Traditional teaching emphasizes on model teaching use and neglect teaching English writing process and method. So traditional teaching affected the students autonomy ability in the learning process of English. Therefore, this research views of the current status and existing problems of high school English writing teaching in China and introduce the inquiry learning feasibility and significance of senior high school English writing in the class. The purpose of this study is to provide valuable reference for senior high school English writing teaching in China and draw lessons from.Inquiry Learning also called discovery method, study method. It is a kind of modern education thought, education theory. It is a teaching method that takes teaching practice experience as the basic thought and takes problem solving as the core. The detail of this method is that teachers guide students through independent participation in various forms of exploratory learning activities and the students will obtain knowledge, apply knowledge and solve problems. In the traditional learning, students’knowledge and skills were obtained from teacher’s behavior. Students just passively accept and mechanical memory. Including the preparation of learning content, the appears in the form of word, plan and guide the interpretation of teacher system, aggrandizement, summative evaluation, etc. In inquiry learning, the link of study is determined and controlled by the students themselves while the teacher only the person who builds learning environment and guide students’learning activities. Inquiry Learning emphasizes students’subjectivity, migration of learning results and learning process of all participation at the same time it pay more attention to the learning process and learning diversity and development. It provides theory basis and practice guidance to the high school English writing teaching.In this study, I take constructivism, multiple intelligences and humanism theory as the foundation and combined with my personal teaching practice experience to study the importance and feasibility of inquiry teaching in high school English writing classroom. I as an internship in Liaoning province PanJin DaWa high school from September2012to January2013. I take high school class5and class14grade one as the research object. I mainly adopt the combination of qualitative and quantitative research methods to research the two classes (experimental classes and control classes). After the experiment I proceed data collection and analysis. In order to improve the scientific nature of this research, I adopted the main research methods include questionnaire, E-mail communication, before test and after test, T test, etc.There has a comparison between the two kinds of English writing-one is the writing with the Inquiry Learning the other is the writing without the Inquiry Learning. After that comparison we find out that import the Inquiry Learning theory is very important for English writing for high school students. Importing the Inquiry Learning theory to the high school students and teachers is worth practicing. But that practice sets out a higher request to the teachers. In the process of writing in order to provide students with a large amount of background information, vocabulary usage skills that teachers should constantly improve their knowledge structure. At the same time, scientific and reasonable arrange classroom activities, and perseverance can effectively play its role.