An Empirical Study Of The Application Of The Inquiry Teaching To Teaching Of Grammar In Junior High Schools

With the implementation and further advancement of the new curriculum reform,people pay more and more attention to the implementation and penetration of the new curriculum reform,and have reformed the teaching methods according to the new curriculum reform.The new English curriculum standard states that the study of English courses is not only a process of learning and practicing through English,but also gradually mastering English knowledge and skills,and improving the practical application of language.Teachers are also tempering students' will,broadening their horizons,and developing their quality of thinking.And then the task is to train students' observation,thinking,self-learning ability and innovative spirit.Therefore,to implement the English curriculum standards,it is necessary to realize the two transformations of students from simple imitation,rote memorization,apply to the observation,discovery,induction and other strategies to learn.Teachers should be transformed from indoctrination to the inquiry teaching and inspiring students to learn their brains and learn independently.The present study uses experiment and questionnaires to explore the effects of the inquiry teaching on junior high school students' English grammatical performance and self-inquiry awareness on grammar,and attempts to answer the following two research questions:(1)What are the effects of the inquiry teaching on students' grammaticalperformance?(2)What are the effects of the inquiry teaching on students' self-inquiryawareness on grammar?The participants of this study were 76 students from two classes in the Grade 8 of a junior high school in Huadu district,Guangdong Province.The author conducted a 12-week teaching experiment.The whole experiment relies on the English grammar class,the experimental class adopts the inquiry teaching method,and the control class adopts the traditional grammar teaching mode.At the same time,before and after the experiment,the author conducted a questionnaire survey on the grammatical awareness of the two classes of students.Through the data analysis of the grammar tests and the questionnaires with SPSS20.0,as well as the interview results,the main conclusions of this study are as follows:(1)The students in the experimental class have more obvious improvement in grammar score than the control class.That is to say,the inquiry teaching method has an obvious progress in the English grammar performance.(2)The inquiry teaching can effectively improve students' self-inquiry awareness.On the three levels of self-inquiry awareness,students' thinking quality and self-learning ability have been significantly improved,and the innovative spirit and practical ability need to be improved.(3)Students in the experimental class have a positive attitude towards the inquiry teaching.They believe that the inquiry grammar teaching can stimulate their interest in grammar learning and inspire their confidence in grammar learning.This experiment has provided the following enlightenment to English grammar teaching in junior high school:(1)in teaching of grammar,teachers should encourage students to explore in order to improve students' self-inquiry awareness and practical ability;(2)teachers should pay attention to the combination of the four skills of listening,speaking,reading and writing with grammar teaching to consolidate the grammar that students have learned;(3)educators should also strive to improve their professional quality and teaching skills in order to maximize the advantages of the inquiry teaching.