A Research On The Cultural Resistance Against Inquiry Teaching In China

The new curriculum reform advocates autonomous, cooperative and inquirylearning, which requires teachers to change their teaching methods accordingly. Thus,inquiry teaching gradually enters the class in china. As a part of culture, education iseffected by culture traditions. Inquiry teaching arose in America. Its rapid developmentis closely related to American culture. However, after inquiry teaching was introducedinto China, it got certain achievements in practice, but at the same time it lost itsoriginal cultural contexts, and could not fully adapt our traditional culture. Therefore,inquiry teaching develops slowly in China due to the cultural conflicts. This paperpoints out the problems of inquiry teaching in China on the basis of observation andinterviews, and analyzes the reasons from the aspect of cultural resistance, further putsforward the suggestions of cultural consciousness, so as to provide cultural referencesfor the localization study of inquiry teaching.This paper mainly adopts the methods of literature, observation and interview, andelaborates from the following four aspects. Firstly, introduction. The chapter mainlyintroduce the reasons, significance and methods of my paper, the literature review ofinquiry teaching and teaching culture. Secondly, the problems of inquiry teaching inChina. The inquiry teaching in my paper is a kind of guided-inquiry teaching and it hassome problems in the aspects of inquiry theory, inquiry contexts, inquiry resources andinquiry evaluation. Thirdly, the analysis of cultural resistance factors against inquiryteaching in china. This is the main part of my paper. The culture in my paper mainlyrefers to the cultural traditions of China, including its value orientation, thinking modeand the school education system. The tendency of Chinese cultural traditions isintegration, rank, authority and utilitarian. This results in Chinese educational traditionsin the views of education purpose, personnel selection, teaching methods,teacher-student relationship with the inclinations. The traditional thinking ways areintegration than details, Induction than deduction. In school education systems, themanagement system controls teachers and students, and the evaluation system is mainlyexamination. These conflict with the concepts of inquiry teaching and hinder thedevelopment of inquiry teaching in China. Fourthly, cultural consciousness is the basicway to ease the cultural resistances of inquiry teaching in China. We should change the teaching culture from “the faithful teaching culture” to “the creative teaching culture”from the aspects of teaching ideas, teaching systems and teaching behaviors.