Research On Inquiry Learning In Senior High School English Teaching

General High School English Curriculum Standards(2017 Edition)is officially released at present,one of the highlight of the new curriculum standard is the formal proposal of core competence and values for students' development.Under the requirements of the new subject goals,English inquiry learning is fully justified by the concept of cultivating students' core qualities,which not only helps to develop students' scientific thinking modes of learning and their ability to practice,but also can well improve and show students' comprehensive capability.Inquiry learning totally differs from receptive learning,which regards students as the main body in learning,and more emphasizes on the achievements of knowledge and experience in the process of active inquiry and cooperation.Compared with the junior high school,the senior high school English highlights the systemic cultivation of students' comprehensive thinking ability and the motivation of learning enthusiasm.Therefore,inquiry learning is widely used by English teachers.However,there are some problems such as superficial inquiry,low efficiency in exploratory learning and the lacking of “English interesting” in the process of inquiry learning.Therefore,how to make inquiry learning can be used reasonably in today's examination education,exert its value and develop student's innovative thinking and inquiry skills have become a difficulty in teaching process.Against such background,the author conducted a research on inquiry learning in senior high school English teaching,on the one hand,to know the specific implementation of inquiry learning to build concrete patterns and steps for inquiry learning as well as improve teaching and learning efficiency;on the other hand,to strengthen the understanding of inquiry learning to promote relevant research on English inquiry learning.The research questions are as follows:(1)Does high school teacher have a clear understanding on inquiry learning?(2)Is the organization of inquiry learning reasonable in senior English teaching?(3)What are the influencing factors of inquiry learning in the implementation of senior English teaching? In this study,questionnaires and interviews were used to conduct surveys with 200 students and40 teachers and six teachers were interviewed.Questionnaires and interviews referred to eight dimensions and they are: students' awareness on inquiry learning;teacher's recognition and understanding on inquiry learning;goal setting and content selection for inquiry learning;thesituation creation for inquiry learning;the process and mode of inquiry learning;the evaluation of inquiry learning;the reflection of inquiry learning;the implementation of inquiry learning.The survey results was statistically analyzed via spss 22.0 and related statistical software.The results indicated that:(1)English teachers' understanding of the connotation of inquiry learning is lacking;(2)The scientific and reasonable organization in the process of inquiry learning is lacking;(3)Low learning efficiency restricts the implementation of inquiry learning.