The Investigation,Analysis And Suggestion To The Present Situation Of Chinese Inquiry-based Learning In TH Senior High School

Chinese inquiry-based learning,as the Chinese language teaching under the guidance of inquiry-based learning methods,occupies an important position in the required courses of inquiry-based learning.Different from other learning courses and learning methods,the Chinese inquiry-based learning curriculum pays more attention to the autonomy of students’ learning,focuses on cultivating students’ speculative spirit and practical ability,and lays the foundation for students to have the ability to have life-long learning.The new curriculum standard indicates that students ’ sensitivity to inquiry consciousness and discovery problems in language learning should be cultivated.Therefore,research-based learning in Chinese language has its essential meaning in high school.However,at present,inquiry-based learning in senior high school,especially in Chinese language courses,has poor teaching results.Students and teachers have low recognition of research learning,and it does not really give play to the advantages of this research course and teaching method.Taihang Senior High School as an inquiry-based learning demonstration high school in Shanxi province,has fully carried out inquiry-based learning teaching in the past decade and has achieved certain achievements.All of the research aims in this article are to analyze the status of research-based learning in Taihang Senior High school and promote its outstanding achievements.Its existing problems give reasonable suggestions,with a view to contributing to the development of Chinese research-based learning in Taihang Senior High School and the research on the teaching of Chinese inquiry-based learning.This paper uses the literature method,the questionnaire survey method,the observation method and the data statistics method to investigate and research the inquiry-based learning of Chinese in Taihang Senior High school.It is divided into five chapters to discuss the investigation and analysis of its teaching status.The first chapter,as an introduction part,mainly introduces the research questions,the purpose and significance of the research,the research status,the scope and methods of the research,defines the main concepts.The second chapter carefully diverts the materials obtained and analyzes the questionnaires of the teachers and students.The third chapter summarizes the teaching achievement of Chinese inquiry-based learning in Taihang Senior High School.From the implementation of the Chinese research-based learning curriculum and the Chinese research-based learning classroom teaching,the two parts are summarized.The fourth chapter analyzes the problems existing in the status of Chinese research learning in Taihang Senior High school and discusses it from two aspects.There are teachers’ teaching,the teacher’ s practice enthusiasm is not high,and lack of confidence in students;lack of research teachers,teaching depends on the subject;teaching focuses on reading,unbalanced ability exercise.There are some problems in student learning,such as low interest in learning,single inquiry-based learning,unbalanced learning distribution,and inquiry-based learning in Chinese.The study preparation is not sufficient and does not achieve the expected results.The fifth chapter puts forward corresponding suggestions on its problems.The suggestions for teachers include:improving teaching enthusiasm,changing the concept of students;improving the quality of research,jumping out of the comfortable circle of topics;playing reading advantages and setting up specialized research courses.Suggestions for students include:improving the interest in language research,rational use of research methods;balancing the study time,integrating research methods into language learning;prepare lessons fully before class to cultivate problem awareness and speculative habits.