An Investigative Research On Self-inquiry Teaching Ability Of English Normal Majors In Vocational College

The development of elementary education is closely concerned with millions of children’shealthy growth and of great interests to thousands of households as well as to the future of ournation. With social and economic globalization, primary English education, as the initial phasefor English education, becomes more and more essential and crucial, which means a higher levelof requirements to the education of English normal majors in higher vocational colleges.Following the implementation of the new curriculum reform, the ability of self-inquiry teachinghas become one of the most important and efficient teaching abilities. At present, the concept ofself-inquiry teaching has deeply rooted in each educator’s mind and has penetrated into theprimary English classes. However, facing such flourishing phenomenon, we should also beaware that the implementation of self-inquiry teaching is not as smooth as we have expected.Thus, improving the self-inquiry teaching ability among English normal majors has become anurgent problem in normal education. Based on the above circumstances, the research intoself-inquiry teaching ability of English normal majors in higher vocational colleges has becomethe priority among other issues in education, which is also the objective and significance of mytopic for this paper.This paper is intended to study the current situation of self-inquiry teaching ability ofEnglish normal majors in higher vocational colleges and to research on how to cultivate theirself-inquiry teaching abilities.The paper tries to answer two questions as follows: What’s the current situation ofself-inquiry teaching abilities of English normal majors in vocational college? And, what are thepossible models and methods to build up self-inquiry teaching abilities of English normal majorsin vocational college?Major research methods adopted in this paper include literature research questionnaire andinterview. The literature research is to relate documents about self-inquiry ideas, Englishteaching abilities, pre-service training for English normal majors in vocational college, teachingplan of intern teachers and so on, which provides theoretical basis for the research. Thenquestionnaires and interviews were conducted to get teachers’ cognition and their application ofself-inquiry teaching modes and their actual self-inquiry teaching ability.The research sheds lights on the reasons and causes for the current issues concerningself-inquiry teaching abilities, focusing on the interns’ four self-inquiry teaching abilities:contents selection ability, teaching design ability, implementation ability and reflective thinkingability. The main findings of the present research are as follows: the Status Quo of the interns’ self-inquiry teaching abilities is still weak; the instructors and primary school students think thatthe interns’ self-inquiry teaching abilities still remain to be improved; and a combination ofpractices and theories training and self-learning training methods are efficient for the improvinginterns’ self-inquiry teaching abilities. Based on the Status Quo of the above findings, the authorprovides suggestions from the following four aspects: for English normal majors, for vocationalcollege instructors, for higher vocational colleges and for intern primary schools. The practicalsuggestions in building students’self-inquiry teaching ability are supported by the major findingsof the present research. However, due to the unsatisfying research conditions and the author’sinsufficient research ability, there remain some defects and shortcomings in the thesis such as thetime limitation for the survey, the incomplete data analysis, etc, which needs to be furtherexplored and investigated.