Inquiry Reading Instruction In The View Of Humanism

Humanity is a fundamental nature of inquiry reading instruction, it is determined by the nature of literature reading and the feature of inquiry. Literature is a human discipline which facing on the writing and discussing of human world, what it cares about is the existence, activities, values and the belonging questions of human. The humanity of literature determines the humanity of literature reading. The humanity nature can also be approved certified by what consequences it seeks. The directive consequence of literature reading is the enhancing of one’s humanity literacy, and the final goal of it is the freedom of humanity. Inquiry is the encourage exhibited when people facing the unknown world, it is the exhibition of human power, and embraces the features of freedom. Humanity spirit is the foundation spirit of inquiry."Non-directive" reading instruction as an example also proves the humanity of inquiry reading instruction.The fundamental ideas of inquiry reading instruction include facing unknown meaning world, facing one’s true-heart, and facing self-realization. First of all, all inquiry behavior points to unknown word. But to students, this " unknown world" is the world where he/she doesn’t know. The "unknown world" can be divided for "science unknown world" and "humanity unknown world". For inquiry reading instruction, the humanity side, especially the unknown meaning world for students is what it cares about. Secondly, inquiry reading instruction guides students to explore the outer meaning world as well as inner meaning world, but facing inner true-heart is the basic pointing of it. Practicing this to instruction, it is that guiding students awaking, knowing, experiencing, and enhancing one’s true-heart through inquiry learning. At last, facing self-realization is the core of inquiry reading instruction. Inquiry is a fundamental method reaching self-realization. Students get close to the "true-self" when they expressing their nature power in inquiry activities, finding and constructing meaning world through inquiry activities.Inquiry reading instruction has problems of alienation and losing at objective dimension, and its reason is that they don’t chose adjectives and goals out of the inner nature of inquiry reading instruction. At the level of basic adjectives, inquiry reading instruction has three levels which are knowing things, contemplating heart, and self-realization. In this framework, inquiry reading instruction establishes its detail goals through a "four relative cooperation" making by curriculum goal, text goal, student’s live goal and teaching goal. This mechanism makes the detail goals have the features like non-pre-determining, creativity, and inquiry.At the dimension of content, inquiry reading instruction has the problems of content generalization. These problems prove that inquiry reading instruction should establish content chosen norm in order to apply inquiry reading instruction on adaptive teaching content, or chose best teaching content into inquiry reading instruction."Significant learning theory" of Rogues proves that what makes students chose certain learning text is himself, and the chosen standard is the meaning of text for him. Through reading resonance, the meaning of text transforms into the inner meaning of student, merges into their experience and feeling system, and awaking their inner true-heart. Therefore, the lectures which contain more life philosophy, embracing more feeling, and have more humanities are more adaptive for inquiry reading instruction, since they can get students resonance and awaken students’ true-heart easier. In order to get best chosen for teaching content, inquiry reading instruction may chose teaching content in multi-dimension of time, space, objective, level, and so on.Over-procedure is a problem of inquiry reading instruction in processing dimension. To get rid of this problem, inquiry reading instruction should place student-center as the theory base in teaching process, and this is determined by the nature of inquiry behavior and reading behavior since these two are all subjective behavior. Besides, inquiry reading instruction has the inner logic of "three in one" making by teaching process, reading process and "text creative process". Base on these, inquiry reading instruction should take "reading-thinking-discussing-presentation" process as its basic teaching process. The process of inquiry reading instruction is the process of students’clarifying-self-process. In the dimension of evaluation, inquiry reading instruction has problems of vacancy and eclipse, and what causes these is they cannot grasp well the inner nature of evaluation of inquiry reading instruction. the "self theory" of Rogues proves that, the evaluation of inquiry reading instruction is the self-admiring base on "self", the process that students explain their process and outcomes of inquiry in inquiry reading instruction by their inner scale, get positive value, feel the existence of self-value, generate self-admire feeling, and at last experience self-realization. Therefore, self-evaluation should be the core of inquiry reading instruction evaluation. Multiple and organic evaluation system should be establish in order to bring the effects of inquiry reading instruction that promote students’self-admiring and going forward to self-realization in to place.