The Application Of Inquiry And Receptive Learning In Senior High School English Teaching

The new curriculum reform defines new requirements for high school English teaching.However,in the school where the author works,the education development level is relatively lagging behind,with relatively big classes and sharp difference in the students? level.To further deepen the education reform,the cooperative inquiry learning model called “Questioning-Exploring” Teaching Model has been implemented since 2013,where cooperative inquiry learning in a group is a must during the class.However,in the use of this teaching model,some problems popped out,such as too much focus on the forms,prolonged teaching time,inefficiency,and poor effect.To better handle these problems,the author attempts to combine inquiry learning and receptive learning which can be called the inquiry and receptive learning based theoretically on constructivism learning,discovery learning,meaningful receptive learning,and the zone of proximal development.The inquiry and receptive learning has been applied in the high-level students? class with remarkable results and much invaluable experience has been acquired.In order to fully prove its validity among average students and expand the scope of the application,the author chooses two regular classes as the research objects to answer the following three questions: 1).How to implement the inquiry and receptive learning in senior high school English teaching ? 2).What influence does the application of the inquiry and receptive learning have on the emotional attitudes of the senior high school students? 3).Can the inquiry and receptive learning improve the students? English learning?Based on the above questions,the author selected the students in No 2 senior high as the experimental subjects and used the methods of per-test and post-test,classroom observation,questionnaire survey,and interview in the study.Before carrying out the experiment,the author tested 69 students from the contrast class and the same number of students from the experimental class.During the experiment,the inquiry and receptive learning was applied in the experimental class where class observation was applied on the basis of a scale among two different groups from the experimental class to collect some useful statistics,while in the other class the “Questioning-Exploring” Teaching Model was used.After the experiment,the author gave the 138 students a test again,and then made a data analysis by means of the SPSS25.0 software.Meanwhile,the author analyzed the data from the questionnaires and the interview to learn about the emotional changes of the students brought about by the experiment.The study finds that the test results in the experimental classes are much better than those in contrast class.The questionnaire and interview results also show that the inquiry and receptive learning can arouse students? learning interest,help cultivate students? good study habits,and improve students? English score.Therefore,the inquiry and receptive learning is worth promoting in senior high school English teaching.But due to the limited experimental samples and the lack of the research experience,the research may not designate the situation of the whole senior high students and there are still some aspects that are to be improved.