Study On Inquiry-learning Approach To Bilingual Instruction

At present, bilingual instruction has become a hotspot in the reformation of higher education in China. More and more universities have implemented or have prepared to implement bilingual instruction, among which there are some successful examples. However, bilingual instruction in its primary stage, still has many problems. The conversion of teaching conception, the reformation of teaching materials and assessment system, and the establishment of teaching faculty are three difficulties to be solved.The concept of changing students'learning style is an essential task in the reform of higher education in China. Commencing from inquiry learning, it is not only necessary to change the students'learning style, but also emergent to change the teachers'teaching methods, so as to change the whole teaching conception. Inquiry learning is used to solve practical problems in logic sequence as its main line, paying attention to fostering students thinking ability, especially the development of creative thinking, and the inspiration of students'enthusiasm on learning.The thesis tries to combine relevant theories of inquiry learning with bilingual instruction, emphasize the necessity of an inquiry-learning approach to bilingual instruction by analyzing present college students'inquiry abilities, show the superiority of inquiry learning by comparing inquiry learning and reception learning, give applicable solutions to present problems in bilingual instruction through the approach of inquiry learning, and seek theoretical possibility for the combination of inquiry learning and bilingual instruction, in order to establish an inquiry-learning approach for bilingual instruction.Inquiry-learning approach emphasizes treating students as the center, changing students'learning style, and encouraging students to learn how to learn, inquire and communicate. It realizes the transfer in the modes of bilingual instruction from passive reception learning to active inquiry learning, from imparting instruction to diverse instruction, from knowledge to competence, and from single to integrated, and emphasizes students'comprehensive development. At the same time, there still exist such problems as the lack of experimental research, the limitation of subjects in which the approach can be applied, as well as high requirements to teachers and students, which need further study later.The approach attaches importance to teachers'elicitation and students'active participation and follows its own procedure which begins with the establishment of inquiry situation and the proposal of inquiry problems. It also emphasizes discussion and courageous supposition, cultivates students'abilities to collect and analyze data, draws conclusions and further stresses on the communication between students and teachers. It doesn't only provides favorable environment for foreign language acquisition, but also promotes subject instruction with the inspiration of students'creativity and learning enthusiasm. As a result, it has positive instructive significance for the improvement of bilingual instruction.