Research On The Effectiveness Of Inquiry-based Teaching To Improve Chinese Classroom Teaching In Middle School

In the last century,the inquiry-based teaching model entered people’s field of vision and attracted wide attention in the education field.Various disciplines have begun to conduct inquiry-based teaching.The curriculum standards,curriculum reforms,and syllabus also put forward corresponding requirements for students’ inquiry ability.However,there are problems such as cavitation,generalization and formalization in Chinese language inquiry teaching.In view of this problem,it is necessary to conduct inquiry-based teaching to improve the effectiveness of Chinese classroom teaching in middle schools.According to the literature,the research community has a certain theoretical research on Chinese inquiry teaching,and has a deep theoretical research on the effectiveness of Chinese classroom teaching in middle school.However,the effectiveness of inquiry teaching to improve the teaching of Chinese classroom in middle school has not been conducted by researchers.Practical research with operability.In the thesis,I elaborated on what is Chinese language inquiry teaching and how to conduct effective inquiry teaching.The purpose is to clarify the connotation and extension of Chinese language teaching inquiry teaching and design a feasible middle school language.Exploratory teaching mode.To guide Chinese teachers in first-line middle schools to correctly understand Chinese inquiry teaching,and to provide a solution for effective teaching of middle school Chinese language;at the same time,it is conducive to the professional development of Chinese teachers in first-line middle schools and the cultivation of students’ inquiry ability.Under the guidance of Piaget’s constructivist theory,in the continuous follow-up observation and effect analysis of the classroom,I proposed an ideal middle school language inquiry teaching course.In the ideal course content,the objectives,implementation process and implementation points of the ideal course type implementation are clarified.Its purpose is to stimulate students’ reading interest,improve students’ reading ability and cultivate students’ core literacy.In order to put the ideal course type into practice,three different practices were adopted for the ideal inquiry-based teaching using different schools and classes.The reflections and summaries were based on the practice test class and the feedback andinterviews of teachers and students.In the constant inspection and reflection,I feel that the middle school language inquiry teaching class should not be used in every class and every text.It can be three to five sessions in one semester.Teachers and students prepare for the class,including the selection of texts,the question of inquiry,the search of materials,and the assignment of tasks between students,in order to seek the effectiveness of language teaching.Of course,there is still a big gap between the Chinese inquiry teaching class and the ideal course type in practice,such as the treatment of group cooperation,presupposition and generation problems in inquiry teaching,and the organization teaching of extracurricular expansion class type.Attempts to write and express inquiry-based teaching should be a direction for my future efforts and research.