The Research On The Application Of The Inquiry-based Teaching To English Reading Teaching In Junior High School ——A Case Study Of Haihu Middle School In Xining

The English curriculum reform emphasizes that we should change the tendency that English course attaches too much importance to the explanation of grammar and vocabulary knowledge,and neglects the cultivation of students’ practical language using ability.In English teaching,students are encouraged to actively participate in learning and inquiry to form a positive learning attitude.With the continuous deepening of curriculum reform,inquiry-based teaching（hereinafter referred to as IBT）has entered the junior high school English classrooms.IBT encourages students to construct,acquire and apply knowledge through independent thinking and self-exploration,which helps to cultivate students’ autonomous learning ability and creativity.It is of great significance to correctly understand and apply IBT to deepen the English curriculum reform.According to the above-mentioned actual situation,this research applies IBT to English reading teaching in junior high school,mainly exploring the following three research questions.What are the students’ attitudes towards English reading before and after the experiment? What effect does IBT have on the students’ autonomous learning ability in English reading? What is the effect of the IBT on students’ English reading scores?The participants of this experiment were 90 students from two classes of Grade 8in Haihu Middle School in Xining.During the experiment,Class 7 and Class 8 are randomly named as control class（CC）and experimental class（EC）.CC used the conventional teaching method,while EC used IBT to teach English reading.In the early and late stages of the experiment,the author used the combination of tests,questionnaires and interviews to collect data,and used SPSS to analyze the data.Through the comparative analysis of the test,questionnaire and interview results,there are significant differences in English reading between EC and CC before and after the experiment.The results show that IBT has a positive impact on junior high school English reading teaching.On the one hand,students’ attitudes towards English reading have changed positively;on the other hand,the application of IBT can improve students’ autonomous learning ability and English reading scores.Therefore,this method has certain research value in guiding the future English reading teaching and teachers should make great efforts to conduct the research on IBT.