The Theory Of Inquiry Learning In Chinese Lessons

The change of learning methods has been an important part of the new curriculum reform. Aimed at the learning methods which need to be changed urgently, like overstressing to accept the outcome of learning, reciting without thinking, trilling mechanically, teachers of all disciplines, when teaching, try to activate and carry out inquiry learning methods.This paper firstly gives a conceptual definition to inquiry learning in Chinese lessons from the aspects of definition and description. Then it is shown that under the situation of inquiring, the inquiring learning in Chinese lessons is that students who read texts and find questions by themselves are able to explain the questions alone, have their own understanding, obtain knowledge actively and make use of the knowledge creatively. Meanwhile, under the teachers' direction, students accumulate knowledge and experience and improve their abilities of exploring. Also they can become aware of the importance of being independent, inquiry and critical, form active attitudes towards exploring the world, shape their own learning methods which can help cultivate their independent personalities. Such learning methods are characterized with the highlight of the balanceable development of students'knowledge and ability, the main form of question probing, the more cultivation of students'thinking and quality, the base of teaching materials, the cultivation of the ability of Chinese thinking and the teachers' non-directive teaching.On the base of various research methods, such as literature research, teaching practice, classroom survey, interviewing teachers and students, this paper is aimed to three problems which are from the present situation of the practice of inquiry learning in Chinese lessons. The first one is that the target of inquiry is not from teaching in Chinese lessons, but from our life, which obeys the beginning purpose of inquiry learning in Chinese lessons. The second one is that the lack of teachers'guiding in teaching makes students'performance of inquiry learning in Chinese lessons messy, affecting the outcome of the practice of such learning. The third one is that the learning which seems inquiry, factually, is still one that students are instilled into knowledge by teachers, doing harm to the good development of the inquiry learning in Chinese lessons. The main reasons for the existence of such problems are also analyzed.In terms of the problems, this paper presents some conditions where the inquiry learning in Chinese lessons is carried out effectively. Firstly, it must pay more attention to teachers'direction to arouse students'eagerness of inquiry learning. Secondly, students should join in inquiry activities willingly and actively. Thirdly, teachers and students should create good atmosphere in Chinese lessons to improve the efficiency in inquiry activities.On the base of the combination of relative literature and teaching cases, this paper shows strategies for effective practice of the inquiry learning in Chinese lessons. They are as follows. Firstly it is to create inquiry situations for students' joining. Secondly it is to find out the content of inquiry accurately, catch the key points and improve the efficiency of such learning. Thirdly it is to pay more attention to the design of inquiry plan and cultivate students' ability of designing inquiry activities. Fourthly it is to rethink the outcome of inquiry activities and deepen the understanding of questions. Fifthly, it is to focus on the evaluation of the inquiry activities and precisely ensure the gains and losses in learning. All these are to provide references and suggestions for the practice of inquiry learning in Chinese lessons.