A Research On The Application Of Inquiry-based Teaching In English Reading Class In Senior High Schools

Since the new curriculum reform advocated autonomous,cooperative and inquiry-based learning ways,new educational concept has gradually lodged itself in the public mind.The application of inquiry-based teaching in reading teaching enables students to fully participate in the learning process and experience the process of knowledge generation through the autonomous building of knowledge.In this way,students can learn more actively so as to truly become the masters of the classroom.But recently,how is English teachers' understanding of inquiry-based reading teaching(In this thesis,inquiry-based teaching in English reading class is abbreviated to inquiry-based reading teaching for the convenience of narrative)? How is the application situation of inquiry-based reading teaching? And how is the situation of students' learning in inquiry-based reading teaching? They are the questions that the author wants to investigate and research.The author hopes that the answers to these questions can provide some valuable reference for the reform of inquiry-based reading teaching.The research reveals the necessity and feasibility of using inquiry-based teaching in reading class from further promoting the new curriculum reform and exposing the disadvantages of traditional reading teaching.On this basis,the author puts forward research questions.The research questions are mainly discussed from three aspects: The first is from teachers' understanding.Namely,how is English teachers' understanding of inquiry-based reading teaching? The second is from English teacher's application.Namely,how is the application situation of inquiry-based reading teaching? The third is from students.Namely,how is the present situation of students' learning in inquiry-based reading teaching? After identifying the basic research questions,the author takes 30 teachers and 260 students from AnZe Senior High School and HongDong Senior High School as the subjects of study.By means of questionnaire and interview,the research is carried out and some data and interview are analyzed quantitatively and qualitatively.Finally,the author makes a summary and gives some suggestions on how to improve the inquiry-based teaching in English reading class.For the survey results,the author mainly makes a summary from three perspectives.The first is from teachers' understanding.All in all,teachers are very interested in inquiry-basedteaching and have a certain understanding of it.But when it comes to the basic inquiry models and steps,there are few teachers who can explain them clearly and correctly.And there are also some teachers who do not know how to guide students' inquiry learning and how to evaluate students' performance in inquiry-based learning activities.The second is from teachers' application.Only a small number of teachers are able to apply according to basic application procedures and pay attention to students' inquiry autonomy as well as the cultivation of their ability and emotion in the inquiry activities through some surveys.But most teachers' application procedures is confusing.And they also ignore the cultivation of students' ability and emotion in inquiry-based reading teaching.The third is from students.Although the vast majority of students are interested in inquiry-based learning and are willing to participate in inquiry learning activity,they often focus on the form of inquiry learning and ignore its essence.Specially,students are not aware of specific inquiry steps.Due to students' poor basic knowledge,they can not carry out inquiry in depth and lack basic inquiry skills.In addition,in the inquiry-based group activities,most students can not effectively discuss and communicate with their peers and they do not know how to evaluate the inquiry-based learning activities of other team members either.Faced the problems above,some suggestions and strategies are showed as follows: First,reform the existing teaching system and liberate teachers;Second,strengthen specialized training of the existing teachers' inquiry-based teaching;Third,combine theory and practice to further enrich teachers' theoretical knowledge.Forth,stimulate students' inquiry interest and train students' basic inquiry skills.