A Study Case On Junior Middle School Of English Inquiry-based Teaching

The current of junior middle school of English curriculum reformemphasize from the students’ interest in learning, life experience andcognitive level, through experience, practice, participation,cooperation and the exchange of learning and task-based teachingapproach to develop students’ comprehensive language using ability,improve the students’ cross-cultural awareness and ability ofautonomic learning, to change the English course that too muchemphasis on grammar and vocabulary knowledge and teaching,ignoring the cultivation of student’s actual language using ability.This article introduces the inquiry teaching in English teaching, tochange students’ learning method; the present English teaching toachieve the target of curriculum reform has important practicalsignificance.Based on the above reasons, author chooses the “junior middleschool English of inquiry teaching”. Through the case study of thisproblem to system analysis the present situation and based on this,give some suggestions on teaching reform in the future. First of all,this paper adopts literature method. The author has classified andanalyzed the research achievements of inquiry teaching and inquiryteaching of English. Through literature study we can find that inquiryteaching of English has some achievements, but there are still many problems and deficiencies. The existing findings mainly concentratedin the teachers’ teaching ability and teaching material, and there areobviously lacks of researches on inquiry learning of students. Then,the author chooses Yun Chen middle school (junior high school) as theobject of case study, using interview method and observation method,carried on the empirical research of English inquiry teaching in juniormiddle school.Author has been interviewed Yun Cheng middle school of Englishteachers, students and teaching supervisors. At the same time, theauthor has been observed class activity, and then analyzes theinterview data and the classroom activity. The study found that:(1)the implementation of inquiry teaching is to promote the students’English "learning", improve the students’ interest in learning English.(2) The implementation of inquiry teaching is to improve the schoolEnglish teacher’s "teaching", promote the teachers’ professionaldevelopment.(3) English inquiry teaching needs higher requirementsfor teachers.(4) The school support matters to the results of theinquiry teaching of English. Combined with empirical studyconclusion, in view of the junior middle school of English inquiry studythe problems existing in the implementation process, the author hasput forward the following suggestions of English inquiry teaching inthe future:(1) The junior middle school English teachers shouldchange their teaching idea, pay attention to develop the students’ability of using language.(2) The junior middle school Englishteachers should improve their teaching ability deeply, especially theability of effective classroom management and teaching evaluation.(3)Schools should establish a further perfect policy system, reasonable arrangement of class size, and provides a better conditionfor the implementation of inquiry.