课内外一体化模式下的高中英语语法探究式教学研究 76页

硕士学位论文镅由外一钵他構式卞蛛島十其旙係找棵宠式教嗲研*宋晓姝描导教师t王鲁男教授专业名称》英语语言文学研究方向t英语教学理论与实践论文提交时间》2015年4月论文答辮时间》2015年5月论文编号:2015118 学位论文独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人己经发表或撰写过的研究成果，也不包含为获得四川外国语大学或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均己在论文中作了明确的说明并表示谢意。学位论文作者签名：签字日期：力W年6月7曰学位论文版权使用授权书本学位论文作者完全了解四川外国语大学有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权四川外国语大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以釆用影印、缩印或扫描等复制手段保存、汇编学位论文。(保密的学位论文在解密后适用本授权书）学位论文作者签名：导师签名：签字円期：年々月7日签字円期:>^/(^年6月7闩学位论文作者毕业后去向-工作单位：电话:由siP通讯地址: SichuanInternationalStudiesUniversityResearchonInquiry-basedEnglishGrammarTeachingofHighSchoolbyIntegratingIntra-curricularandExtra-curricularLearningbySongXiaoshuAthesissubmittedtotheGraduateSchoolinpartialfulfillmentoftherequirementsforthedegreeofMasterofArtsinEnglishLanguageandLiteratureunderthesupervisionofProfessorWangLunanChongqing,P.R.ChinaMay2015ii 摘要探究式教学是我国新课改所倡导的一种新的教学方法，现在已经被广大教育专家、学者和一线教师所应用，不管是在探究式教学理论、探究式教学模式，还是探究式教学的实施方面均已取得了不断的进展，可是从众多研究的结论中我们得知：探究式教学的实践成果并不令所有人满意，本研究主要试图通过深入作者所在家乡县城高中英语的课堂，利用课外和课内相结合的手段，对高中英语探究式教学的实施现状进行全面观察，了解，以进一步丰富、深化对探究式教学的认识，了解县城高中英语探究式教学在实施过程中存在的问题和不足，并针对问题和不足寻找相应对策。本研究选择笔者所熟悉和任教的山西省晋中市榆社县的一所高中为研究对象，作者选取自己所教的两个平行文科班作为受试，这两个班分别为273班和274班，273班采取语法教学传统的方法，274班则会实施探究式教学法进行教学。实验维持四个月，希望通过对这两个班英语语法探究式教学的研究能为我国县城高中英语探究式教学研究和实施提供一定有价值的参考和帮助。在这个实验中，两个问题将被研究到，第一：探究式教学在高中英语语法教学中的有效性？第二：如何在课内和课外实施探究式教学法？作者通过课堂观察学生在实施探究式教学前后课堂的表现、对两个班进行成绩前后测、安排两次问卷调查，对高二班英语老师进行随机采访等方法了解和分析了探究式教学在274班的应用情况和两个班在实验前后的对比情况，所得结论为：探究式教学在实验中作为受试的274班的实施情况是好的，这说明探究式教学运用到语法教学课堂是有效果的；探究式教学不仅可以在课上运用还可以在课外实施，教师可以通过他们精心布置的作业作为课内外探究式教学一体化的有力衔接。关键词：新课标；探究式教学；英语语法；课内外一体化iv AbstractInquiry-basedTeachingisateachingmethodthattheNewCurriculumCriteria(2001)proposes,ithasbeenappliedbymanyeducationalexperts,scholarsandthefrontlineteachersandhasgotgreatimprovementinitstheoryandpracticeaspect.However,thepracticalresultsofInquiry-basedTeachingdonotsatisfyallpeople.ThisstudyisconductedbyinvestigatingseniorhighschoolEnglishclassofruralareaandobservingtheimplementationsituationofInquiry-basedTeaching,whichmayhopefullyenrichanddeepentheunderstandingofInquiry-basedTeachingandknowabouthowitcansolvetheEnglishgrammarteachingproblems.Inthisstudy,twoartclassesfromarepresentativeseniorhighschoolofYusheCountyinShanxiProvincewerechosenastheresearchsubjects,thetwoclassesareClass273andClass274,Class273istaughtwiththetraditionalmethodwhileClass274istaughtwithInquiry-basedTeachingmethod.Theexperimentlasts4months,hopingthestudyresultobtainedfromthistwoclasses’inquiry-basedteachingcanprovidesomevaluablereferencefortheseniorhighschoolEnglishteaching.Inthisthesis,twoquestionsareresearched.Thefirstoneis:isiteffectivetoapplyInquiry-basedTeachingtoseniorhighschoolEnglishgrammarclass?Thesecondquestionishowtoimplementthismethod?TheauthoranalyzetheimplementationsituationofInquiry-basedTeachinginClass274andthecomparisonresultbetweenClass273andClass274beforethetestandafterthetestthroughobservingthestudents’performanceafterimplementingthemethod,thepretestandpost-test,questionnaireandrandominterviewtoEnglishteachers.Aftercarefulanalysis,twoconclusionsaremadehere:theimplementationresultofInquiry-basedTeachingmethodinClass274isgood,whichmeansthatInquiry-basedTeachingmethodiseffectivewhenappliedtoseniorhighschoolEnglishgrammarclass;thismethodcanbecarriedoutnotonlyinclassbutalsoafterclass,theteachercanv combinethein-classteachingandafter-classteachingperfectlythroughthehomeworkthatsheassignedelaborately.Keywords:Inquiry-basedTeaching;EnglishGrammar;theIntegrationofintra-curricularandextra-curricularLearning，NewCurriculumCriteria(NCC)vi AcknowledgementsIwasveryluckytobeenrolledbySISUandhavestudiedEnglishforthreeyearsinthisbeautifuluniversity.Ihavelearnedalotnotonlyfromlotofprofessorsbutalsofrommyclassmates.Today,IhavefinishedmyessaywritingandImustexpressmysincerethankstomysupervisor,ProfessorWangLunan,whogavemelotsofguidanceandadvice.Duringthewritingofmythesis,healwaysfindtimetogivemeinstructionnotonlyontheselectionofthetopicbutalsoontheessay’sstructuredesignregardlessofhisbusyschedule.Withouthishelp,Icouldnotfinishmythesissuccessfully.Ialsowouldliketogivemysincerethankstoallotherprofessorswhogavemelecturesduringthethreeyearslearning.WhatIhavelearnedfromthemwillbeextremelyusefulandhelpfulinmyfuturecareer.Inaddition,Iwouldliketothanksmyoldschool,thekindheadmasterandthosefriendlyEnglishteacherswhosupportedmyexperiment.Theschoolprovidedmewiththetwoclassesasmyexperimentsubjects,thoseEnglishteacherssqueezedtimetoacceptmyinterview,thestudentshavesuccessfullyfinishedtwotimes’examsandquestionnaires,whichgavemestrongsupportforthisexperimentandresearch.Here,Iexpressmyheartfeltthanksfortheirparticipationandcooperation.Lastly,myclassmates,roommates,friendsandmydearfamilywhoalsogavemeenoughhelpandsupportintheprocessofwriting.Theyarethebiggesttreasuresinmylife.Thankyou.vii TABLEOFCONTENTSChapterOneIntroduction..................................................................................................................11.1BackgroundofStudy..............................................................................................................11.2PurposeandSignificanceofStudy.........................................................................................21.3LayoutoftheThesis................................................................................................................2ChapterTwoLiteratureReview.........................................................................................................42.1Inquiry-BasedTeaching..........................................................................................................42.1.1DefinitionandCharacteristics......................................................................................42.1.2TheoreticalBasis..........................................................................................................72.1.2.1InteractiveLearningTheory......................................................................................72.1.2.2ExperientialLearning................................................................................................92.1.2.3MeaningfulLearning...............................................................................................112.1.35ETeachingModel...................................................................................................122.1.3.1TheCurrentSituationofInquiry-basedTeachinginChina....................................122.1.3.2FiveTeachingModels.............................................................................................132.1.3.3TheImplementationof5ETeachingModel...........................................................152.2CurrentSituationofEnglishGrammarTeaching..................................................................162.2.1RequirementsofNewCurriculumCriteria................................................................162.2.2GrammarTeachingundertheNewCurriculumCriteria............................................172.2.3ProblemsandPossibleSolutions...............................................................................182.3UtilizationofInquiry-basedLanguageTeachinginEnglishGrammarClass.......................192.3.1Intra-curricular...........................................................................................................192.3.2Extra-curricular..........................................................................................................192.3.3TheIntegration...........................................................................................................20ChapterThreeMethodology............................................................................................................223.1ResearchQuestions...............................................................................................................223.2Subjects.................................................................................................................................223.3Instrument.............................................................................................................................223.4Procedures.............................................................................................................................233.5DataCollection.....................................................................................................................33ChapterFourResultsandDiscussion..............................................................................................344.1Discussion.............................................................................................................................344.1.1DescriptionandDiscussionofStudents’Score..........................................................344.1.2DescriptionandDiscussionofQuestionnaires...........................................................374.2Results...................................................................................................................................444.2.1ResultsoftheInterview.............................................................................................444.2.2ResultoftheFirstQuestion.......................................................................................464.2.3ResultsoftheSecondQuestion.................................................................................46ChapterFiveConclusion..................................................................................................................485.1MajorFindings......................................................................................................................48viii 5.2PedagogicalImplications......................................................................................................495.3LimitationsoftheThesis.......................................................................................................49References...........................................................................................................................................51AppendixI：STUDENTSQUESTIONNAIREI...............................................................................54AppendixII：STUDENTSQUESTIONNAIREII.........................................................................57AppendixIII：STUDENTSSCORECOMPARISONTABLE.........................................................59AppendixIV：PRETESTGRAMMARPAPER(Time:60min)........................................................61AppendixV：POSTTESTPAPER.....................................................................................................64AppendixVI：TheInterviewQuestions............................................................................................67ix ChapterOneIntroduction1.1BackgroundofStudyInJuly,2001,theMinistryofEducationofChinaissued“TheBasicEducationCurriculumReform(trialimplementation)(2001)”,whichclearlyputsforwardtochangethecurrentsituationofemphasizingmechanicalmemorizinganddrillsincurriculumimplementationandadvocatesthatstudentsshouldparticipateinclassactivelyandbewillingtostudyaswellasbediligentindoingsomething.Italsorequirescultivatingstudents’abilityofcollectingandprocessinginformation,abilityofacquiringnewknowledge,abilityofanalyzingandsolvingproblems,abilityofcommunicationandcooperation”(self-translation).TheInquiry-basedTeachingisanimportantteachingmethodundertheNewCurriculumCriteria(2001).Underthisbackground,students’learningprocessshouldbeguidedbyteacherstobecomeaprocessofactivelydiscoveringproblemsandraisingquestionsandanalyzingquestionsandsolvingproblems,onlydoingthiscantheNewCurriculumCriteriabeimplementedsmoothly.Therefore,manyeducatorsandthefrontlineteachersareactivelyexploringthepracticeofInquiry-basedTeaching,suchastheconnotationofInquiry-basedTeaching,Inquiry-basedTeachingmodels,thestrategiesofInquiry-basedTeaching,andsoon(Hanhan,2011).However,inmostofschools,becauseofthefollowingreasons,theimplementationofInquiry-basedTeachingisnotverysuccessful.Thatis,insomecases,thiscanbeattributedtoourcountry’sexam-orientededucationsystem;inothercases,thiscanbeattributedtotheteachers’poorworkinactionoftheInquiry-basedTeaching.Inotherwords,thetraditionalteachingmethodisstillprevailing,whiletheInquiry-basedTeachingthatadvocatesstudents’learningbydoingandactiveparticipationtoobtainpositiveexperienceanddeepunderstandingofknowledgestilldidnotreceivereasonable,properandpositiveapplication.Therefore,the1 implementationofInquiry-basedTeachingneedsmoresupportandexploration(WangHuafei,2008).1.2PurposeandSignificanceofStudyThisthesisattemptstoanalyzetheconnotation,characteristics,theoreticalbasisandteachingprocessofInquiry-basedTeaching.Onthisbasis,theauthorwantstoanalyzethenecessityandfeasibilityofimplementingInquiry-basedTeachingmethodtoEnglishgrammarcourseofseniorhighschoolinruralarea.Atthesametime,students’andtheteachers’understandingofInquiry-basedTeachingandthespecificimplementationaswellasexistingproblemsandthecorrespondingmeasuresofInquiry-basedTeachingmethodalsocouldbeunderstood.ThiscarefulanalysisisusedtomaketheteachersofthoseruralareasadopttheInquiry-basedTeachingmethodflexiblyandcreativelyandfinallytoimproveseniorhighschoolstudents’exploratoryspiritandinquiryabilityeffectively.Thestudyresultobtainedfromthetwoclasses’inquiry-basedteachingcanprovidesomevaluablereferencefortheseniorhighschoolEnglishgrammarteaching.1.3LayoutoftheThesisTherearefivepartsinthethesis.Thefirstpartistheintroduction,whichincludesbackgroundofthestudy,purposeandthesignificanceofthestudyandthelayoutofthestudy.Thesecondpartistheliteraturereview,whichincludestheintroductionofInquiry-basedTeaching,thecurrentsituationofEnglishgrammarteachingandtheutilizationofinquiry-basedlanguageteaching.IntheintroductionofInquiry-basedTeaching,theauthorillustratesthedefinitionandthecharacteristicsofInquiry-based2 Teaching,thetheoreticalbasisofInquiry-basedTeaching:interactivelearningtheory,experientialteachingandmeaningfullearning,andfiveteachingmodelsofInquiry-basedTeachingandInquiry-basedTeachinginChina.InthecurrentsituationofEnglishgrammarteaching,theauthormainlyexplainstherequirementsofNCC,grammarteachinginChina,problemsandpossiblesolutions.Intheutilizationofinquiry-basedlanguageteaching,theinnovativepointoftheauthorisexplained:inclassutilization,afterclassutilizationandtheintegrationofinclassandafterclassinquiry-basedteachingmethodimplementation.Thethirdpartisthemethodology.Inthispart,theauthormainlyintroducestheresearchquestionsoftheexperiment,thesubjectsintheexperiment,theresearchinstrumentandthedatatreatment,theproceduresandthedatacollection.Thefourthpartistheresultsanddiscussion,whichincludesdiscussionofstudents’scoresandstudents’questionnaireaswellastheresultsofinterviewandthetworesearchquestions.Thefifthpartistheconclusions,whichincludesthemajorfindingsfromtheexperiment,thepedagogicalimplicationsandsomelimitationsofthisthesis.3 ChapterTwoLiteratureReview2.1Inquiry-BasedTeaching2.1.1DefinitionandCharacteristicsInquiry-basedTeachingisaprocessofaskingandansweringthosekeysocialstudiesquestions,whichmeansthat:first,studentsraisequestionsthattheydonotunderstand,andthentheycollectandorganizedatarelatedtothequestions,analyzethedata,anddrawinferencesorconclusionsaboutthedatatoanswertheirquestions(RenChangsong,2005).ItwasadvocatedapplyingtoteachingbyDewey.Althoughthereareanumberofvariations,Inquiry-basedTeachingbasicallyinvolvesfivesteps(TangZhengkang,2001):Step1:Identifyingandclarifyingquestions,issues,problems.Thiscanbestudentsgeneratedorteacher-created.Step2:Proposingahypothesis.Suggestpossiblesolutionsorexplanationstotheproblems.Developingahypothesiswillhelptoguidestudentsresearch.Step3:Gatheringandorganizingevidence.Step4:Evaluating,analyzing,andinterpretingthedata.Basedontheevidenceanddataavailable,whatpossiblesolutionsorexplanationswillbefoundout?Step5:Concluding,inferring,andmakinggeneralizations.Isthehypothesisprovenordisproved?Whatistheanswertothequestion?Whatinferencescanbemadefromthis?Whatadditionalquestionsareraisedbytheinformationandanalysis?Thisresultofteachingandlearningisoftenbestifstudentsworkcollaboratively.Ineachcase,atopicwasframedasaninquiryquestion.Inquiryquestionsattractstudents’interestandprovideastructureonwhichtodevelopengaginginstructionandassessment.Studentsareactivelyengagedinresearchtoanswerquestionsandlearnoralandwritingskills.4 Allinall,intheauthor’sopinion,Inquiry-basedTeachingisakindofteachingmodel,inwhich,inquiryisthemainmethod.AstheteachersofInquiry-basedTeaching,whosetaskistoarousestudents’enthusiasmandpropelstudentstoobtainknowledgeandencouragethemtodiscoverproblemsandthenraiseproblemsandthenanalyzeproblemsandfinallytosolveproblemsbythemselves,inthemeantime,teacherscouldalsosetinquirycontextandbuildinquiryatmosphereaswellaspromotethedevelopmentofinquiryandgraspthedepthofinquiryandassessthesuccessorfailureofinquiry.Students,asthesubjectsofInquiry-basedTeaching,whosetaskis,accordingtothepreconditionsthattheteacherprovides,tosetclearobjectivesofinquiry,thinkabouttheinquiryproblems,mastertheinquirymethod,opentheinquirythoughts,communicatetheinquirycontentandsummarizetheinquiryresults.Itcanthusbeseen,inInquiry-basedTeachingclassroom,studentsandteachersshouldworktogether,theyarealsoaspartnersinclass.TheCharacteristicsofInquiry-basedTeachingareasfollows:1.Teacherscreatesituationandstimulatestudents’desireofindependentexploration(ShenBili,2003).ThecoreofInquiry-basedTeachingisquestionsandthelearningactivitiesarebuiltaroundquestions.ThestartingpointofInquiry-basedTeachingistosetquestionsthatneedtobeanswered,whichisthebeginningoffurtherexploration.Fromtheperspectiveofteaching,theteachershouldraisequestionswithmoderatedifficultyandreasonablelogicaccordingtotheteachingobjectivesandteachingcontent(YouLijuan,2003).2.Teachersopenclassroomandexplorestudents’potentialofindependentinquiry(ShenBili,2003).Carryingoutexperimentalinquiryinopenquestionsituationisthecriticalstepofteaching.Theteachershouldfirsthelpstudentsformulatereasonableresearchplanandchoosepropermethod.Atthesametime,theteachershouldprovidestudentswithsomeexperimentalconditionsandnecessaryinformation,sothatstudentscandoexperiment5 andconsultbythemselvesandseektheanswertothequestionandthenputforwardsomeassumptions.Atthistime,theteacherplaysaroleoforganizer,whoguidesandstandardizestheexploringprocessofstudents.Thisprocesscanbefinishedbyonesinglestudentorsomegroupsthatdividedbytheteacher.Itshouldbenotedthatinthisprocess,theteachersshouldlearntocultivatestudents’teamspirit.Aftertheexploringprocess,studentssummarizetheirexperimentprocessandtheinformationthattheyacceptandthencometotheirownconclusionandexplanation.Differentstudentsandgroupscanputforwardtheirdifferentexplanationsandperspectivestothesamequestion.Theyshouldclearlyexpresstheirownconclusionsandthenallstudentscanexploretheconclusionstogether.3.Teachersguidestudentstimely.Inordertoachievethepurposeofautonomouslearning,teachersshouldleadstudentstofindquestionsbythemselves,buttheteachershouldgiveadvicetimelyandguidethemtothedirectionofexploration.4.Teacherstrainstudents’abilityofautonomouslearningandcooperativelearning.IntheInquiry-basedTeaching,theteacheristheguide,whosebasictaskistoenlightenstudentswhilethestudentsareinquirers,whosebasictaskistofindnewthingsthroughtheirownexploration.Therefore,itisnecessarytocorrectlyhandletherelationshipbetweentheteacher’sguidanceandstudents’exploration,neitherlettingstudentsinquireaimlesslynorlettingtheteacherguidestoomuch.Thatis，(1)toexchangeself-studyresults.Intheinteractionbetweenstudents,theycollidewitheachotherintheirideas.Theinteractionformcanbeflexible,thestudentscanspeakfreelyortheteachercanchooseonerepresentativetoreportfromeverygroup.(2)toinquiredifficultiescooperatively.Theteacherletsstudentsdiscusstheproblemsthattheyputforwardinthestepofexchangingresults.Thediscussingformcanbeflexibleanddiverse,thestudentscandiscusswiththeirdeskmatesandtheycandiscussinafour-peoplegroupordiscussintheformofthewholeclassdebate,whichprovidesastageforstudentstoexpress,cooperateandcompete.Whattheteachershoulddois:(1)6 topaycloseattentiontothediscussionprocessandexistingproblems,adjustandguidestudentstimely;(2)tofinddiverseconclusions,especiallythoseconclusionsthataredifferentwithhisown;(3)toarousethestudents’enthusiasmfullyandfindtheiradvantagestimely,especiallytofindstudents’flashpointsandgivethempromptencouragement.5.Teachersshouldassigncreativeandinnovativehomework,motivatestudentstolearnautonomously.(1)teacherscanassignhomeworkthatisinaccordanceofstudents’aptitude;(2)theycanassignhomework,suchas:extracurricularreading;(3)writingdiary;(4)assignhomeworkthatisimaginative.2.1.2TheoreticalBasis2.1.2.1InteractiveLearningTheoryH.DouglasBrowncameupwiththeideaofInteractiveApproachtoteachlanguage(H.DouglasBrown,2001:159).Interactionisakindofactionthatoccursastwoormoreobjectshaveaneffectupononeanother.Theideaofatwo-wayeffectisessentialandimportantintheconceptofinteraction,asopposedtoaone-waycausaleffect.Acloselyrelatedtermisinterconnectivity,whichdealswiththeinteractionswithinsystems:combinationsofmanysimpleinteractionscanleadtosurprisingemergentphenomena.Interactionhasdifferenttailoredmeaningsinvarioussciences.Inthemeantime,interactionalsomeanstheactivitiesinthehuman’smind,whichiscognitiveinteraction.Whenonehasconflictsofthought,thecognitiveinteractiontakesplace.TheinteractivehypothesishasacloserelationshipwithKrashen’sinputhypothesis.Itisconsideredthatduringtheprocessofhumanoralcommunication,thelanguageobstacles’occurrenceandnegotiationwillleadtotheacquisition(Krashen:1983).Thishypothesismainlyinvolvesaspecificinteractiveactivity---meaningnegotiation.Long(1985)cameupwiththe“three-stage”suggestions.Steponeistotestifythestructuraladjustmentinthemeaningnegotiation,whichcanpromotetheinputcomprehension.Steptwoistoclarifythecomprehension,whichcan7 leadtoacquisition.Stepthreeistoinfertheadjustment,whichwillgenerateacquisition.Basedontheinteractivehypothesis,meaningnegotiationcanbeconducivetocommunicatemoresuccessfullyandsolvethedifficultieseasily.Interactionisthecollaborativeexchangeofthoughts,feelings,orideasbetweentwoormorepeopleresultinginareciprocaleffectoneachother.Theoriesofcommunicativecompetenceemphasizetheimportanceofinteractionashumanbeingsuselanguageinvariouscontextsto“negotiate”meaning,orsimplystating,togetoneideaoutofoneheadandintotheheadofanotherpersonandviceversa.Fromtheverybeginningoflanguagestudy,classroomsshouldbeinteractive.WilgaRiversputsitthisway:Throughinteraction,studentscanincreasetheirlanguagestoreastheylistentoorreadauthenticlinguisticmaterial,oreventheoutputoftheirfellowstudentsindiscussions,skits,jointproblem-solvingtasks,ordialoguejournals.Ininteraction,studentscanusealltheypossessofthelanguage--alltheyhavelearnedorcasuallyabsorbed--inreal-lifeexchanges....Evenatanelementarystage,theylearninthiswaytoexploittheelasticityoflanguage(1987:4-5)Rolesoftheinteractiveteachers:Teacherscanplaymanyrolesinthecourseofteaching.Justasparentsarecalledupontobemanythingstotheirchildren,neithercanteachersbesatisfiedwithonerole.Followingisaspectrumofpossibilities(Brown,2002),someofwhicharemoreconducivetocreateaninteractiveclassroomandotherslessso.Theteacherascontroller:arolethatissometimesexpectedintraditionaleducationalinstitutionsisthatof“master”controller,alwaysinchargeofeverymomentintheclassroom.Theteacherasdirector:someinteractiveclassroomtimecanlegitimatelybestructuredinsuchawaythattheteacherislikeaconductorofanorchestraoradirector8 ofadrama.Theteacherasmanager:Thismetaphorcapturesyourroleasonewhoplanslessonsandmodulesandcourses,onewhostructuresthelarger,longersegmentsofclassroomtime,butwhothenallowseachindividualplayertobecreativewithinthoseparameters.Theteacherasfacilitator:alessdirectiverolemightbedescribedasfacilitatingtheprocessoflearning,ofmakinglearningeasierforstudents,helpingthemtoclearawayroadblocks,tofindshortcuts.Thefacilitatingrolerequiresthatyoustepawayfromthemanagerialordirectiveroleandallowstudents,withyourguidanceandgentleproddinghereandthere,tofindtheirownpathwaystosuccess.Theteacherasresource:hereyoutaketheleastdirectiverole.Infact,theimplicationoftheresourceroleisthatthestudentswillbeinitiativetocometoyou.Youare“there”foradviceandcounselwhenthestudentseeksit.Englishteachersshouldbeabletoassumeallfiveoftheaboverolesonthiscontinuumofdirectivetonondirectiveteaching.Butthekeytointeractiveteachingistoplaytowardtheupper,nondirectiveendofthecontinuum,graduallyenablingthestudentstomovefromtheirrolesoftotaldependence(uponyou,theclassactivities,thetextbook,etc.)torelativelytotalindependence(H.DouglasBrown,2001:160-161).2.1.2.2ExperientialLearningAccordingtoKohonen(1992),experientiallearninghasdiverseorigins,beingderivedfromJohnDewey’sprogressivephilosophyofeducation,Lewin’ssocialpsychology,Piaget’smodelofdevelopmentalpsychology,Kelly’scognitivetheoryofeducation,andtheworkofAbrahamMaslowandCarlRogersinthefieldofhumanisticpsychology.Amongthem,JohnDewey’s“learningbydoing”ideacorrespondstothesubstantiveprinciplesofexperientiallearning(Dewey,1938).Rogers(1969)distinguishestwotypesoflearning:cognitive(meaningless)andexperiential(significant).Theformercorrespondstoacademicknowledgesuchaslearningvocabularyormultiplicationtablesandthelatterreferstoappliedknowledge9 suchaslearningaboutenginesinordertorepairacar.Thekeytothedistinctionisthatexperientiallearningaddressestheneedsandwantsofthelearners(Wuhan,2009).Althoughthereisnoagreeddefinition,itcanbeconcludedthatexperientiallearningcomesfromthenotionthatlearnersareatthecenterofthelearningprocess,andthatlearningisaprocessofself-discovery.Allinall,inthefieldofEnglishLanguageTeaching(ELT),experientiallearningisateachingmethodwhichallowsstudentstodiscoverlanguageprinciplesthroughconcreteexperiences.Acyclicalmodelofexperientiallearningisthemostcomprehensivelyformulatedmodel,whichisformedbyKolb(1984)(Nunan2001).DavidA.Kolb(withRogerFry)createdhisfamousmodelonexperientiallearningoutoffourelements:concreteexperiences,observationandreflection,theformationofabstractconceptandconclusionandtestinginnewcontext.Herepresentedtheseinthefamousexperientiallearningcircle(afterKurtLewin),asshowninFigure1.Concreteexperience(1)TotestthemeaningofObservationandconceptinnewcontext(4)introspection(2)Theformationofabstractconceptandconclusion(3)Figure1:Kolb’sModelofExperientialLearningKolbandFry(1975)arguethatlearningcyclecanbeginatanyoneofthefourtopicsandthatitshouldreallybeapproachedasacontinuousspiral.Itissuggestedthatthelearningprocessoftenbeginwithapersoncarryingoutaparticularactionandthenseeingtheeffectontheactioninthissituation.Followingthis,thesecondstepisto10 understandtheeffectsintheparticularinstancesthatifthesameactionistakeninthesamecircumstances,itwouldbepossibletoanticipatewhatwouldfollow.Inthispattern,thethirdstepwouldbeunderstoodasthegeneralprincipleunderwhichtheparticularinstancefalls.Whenthegeneralprincipleisunderstood,thelaststep,accordingtoDavidKolb(1984),isitsapplicationthroughactioninanewcircumstancewithintherangeofgeneralization.2.1.2.3MeaningfulLearningDavidAusubel(1963)claimsthatlearningoccursinthehumanorganismthroughameaningfulprocess,inwhichtheneweventsoritemsarerelatedtothealreadyexistingcognitiveconceptsorpropositions.Itmeanshangingnewitemsonexistingpegs(Brown,2007).AccordingtoAusubel,meaningisa“clearlyarticulatedandpreciselydifferentiatedconsciousexperiencethatemergeswhenpotentiallymeaningfulsigns,symbols,concepts,orpropositionsarerelatedtoandincorporatedwithinagivenindividual’cognitivestructureonanon-arbitraryandsubstantivebasis”(AndersonandAusubel,1965).Meaningfullearningmeansthattheindividualhasfullyunderstoodthelearnedknowledgeandknowshowthatknowledgerelatestootheralreadystoredknowledge.Theessenceofmeaningfullearningis,accordingtoAusubel(1963),themaintaskofschooleducationistoteachstudentstheculturalknowledgeofhumanbeings.Basedonthispoint,heproposesmeaningfulreceptivelearning.Accordingtohim,allclassroomlearningcanbedividedintotwodimensions:therote-meaningfuldimensionandthereceptive-discoverydimension.Hedivideslearningintorotelearningandmeaningfullearningonthebasisoftherelationbetweenthelearningmaterialsandtheoriginalknowledgeofthelearners.Meaningfullearningisoppositeagainstrotelearning.Theessenceofmeaningfullearningexistsinbuildinganon-arbitraryandessentialrelationbetweenthenewknowledgerepresentedbythesymbolsandtheproperconceptthathasalreadyexistedinthelearners’cognitivestructure.Ausubel(1964)distinguishesreceptivelearningfromdiscoverylearning,andmeaningfullearningfromrotelearning.11 Hebelievesthatthestudents’learningpsychologicalactivitiesareactivewhentheteacherteachesthemknowledgebyusinglanguagesystem.Whenlearningakindofnewknowledge,thestudentstrytoapplythealreadyexistingpriorknowledgetoabsorbnewknowledgefromdifferentaspectsandtakeitintotheircognitivestructurefinally.Allthisisoperatedundertheinstructionbytheadvancedorganizerofferedbytheteacher.Healsosupplementsthatnotalltheprocessesofstudents’receptivelearningareactive.Itispromotedbytheteachingskillsoftheteacher.Thesepointsofviewwhichgraspthemostessentialfeatureofstudents’knowledgelearningareverycorrect.Accordingtohim,whetherthelearningismeaningfulornotdependsonwhetherthereistheestablishedrelationbetweennewknowledgeandthepriorknowledgeofstudents.2.1.35ETeachingModel5ETeachingModelincludes:Engagement,Exploration,Explanation,ElaborationandEvaluation.Engagementmeans:theteachershouldarousestudents’curiosityandinterestthroughcombiningthenewknowledgeandtheiralreadyexistingcognitiveconcepts.Explorationmeans:theteachershouldencouragestudentstoinquiry,notjustpresentingtheanswerdirectly,atthesametime,theteachershouldplayaroleoflistenerandobserver,ifnecessary,givingtheirstudentsmoredeepguidance.Explanationmeans:theteachershouldencouragestudentstospeakouttheirideaswiththeirownlanguageandaskstudentstoclarifytheconceptsaccordingtothefacts.Elaborationmeans:theteachershouldencouragestudentstoapplytheconceptstothenewcontexts.Evaluationmeans:theteachershouldgivestudentsnecessaryobservationofhowtosolvethelifeproblemswiththenewconceptsandskillsandalso,theteachercanraiseopenquestionstoevaluatestudentsandencouragethemtodoself-evaluation(WangJingying,2010).2.1.3.1TheCurrentSituationofInquiry-basedTeachinginChinaAsamajormeasuretocarryouteducationreform,Inquiry-basedTeachinghasbecomepopularinrecentyearsinourcountry(WangChuncheng:2012).Whensearching“Inquiry-basedTeaching”onCNKI,thereappears20131relevantthesesand4245in12 lastdecade.Itcoversmanysubjects,notonlyinnaturalsciencesuchasmathematics,physics,chemistry,butalsoinsocialscience,suchasgeographyandpolitics.Butmostoftheresearchesareonnaturalsciencesubject,onlyafewofthem,146,areonEnglishteaching.Inthe146relevantpapers,about10thesesaretheapplicationofInquiry-basedTeachingtooralEnglish;abouttwothesesaretheapplicationofinquiryteachingtoEnglishlistening;eightthesesareaboutEnglishreading;onlyonepaperisaboutEnglishwritingandEnglishgrammar.Inthesetheses,mostwritersexplaintheirwritingpurposesandteachingproceduresandtheirowninnovativeideas,butintheworkthatWangChunchengpublishedin2012,theonlypaperaboutEnglishgrammarinquiryteaching,hemainlyanalyzedShandong’sUniversityEntranceEnglishExaminationanddidexperimentonahighschoolofShandongprovinceandmadeaconclusionthat:theeffectofapplyingInquiry-basedTeachingtoEnglishgrammarinthatschoolisveryaffective,students’interestandscoreshavebeengreatlyimproved(WangChuncheng,2012).Whenreadinghispaper,theauthorwonderswhymanyschoolsdidnotsucceedwhentheirteachersimplementedinquiryteaching,however,theschoolinhisexperimentcouldsucceed.PeopleallknowthatInquiry-basedTeachingisagoodmethodandmanyhighschoolsareveryactiveandwillingtoadopt.But,aschoolthatcarriedoutthismethodverysuccessfullywasneverheard.Thisisapointforpeopletothinkcarefully.Inviewoftheauthor’sdoubt,thereexistsathoughtthatwhydonotimplementthismethodthroughcombiningin-classandafter-classlearning,notjustcarryingoutitinclass?EventhoughthereweremanyresearchersinChina,theydidnotformtheirownfixedtheory,manyChinesescholarsalwaysusetheforeignadvancedtheorytodirecttheteaching,themostfrequentoneistheFiveTeachingModelsofInquiry-basedTeaching.2.1.3.2FiveTeachingModelsInforeigncountries,representedbyAmerica,thetheoreticalandpracticalresearchresultsofinquiryteachingaremorerichandmaturethanthatofChina(RenChangsong,2005).Theirscholarsdevelopseveralkindsofcommonly-usedteaching13 models:1)TheLearningCycle,whichdatedbackto1960sandwasdevelopedbyRobertKarplus(1967)andhiscolleaguesintheprocessof“ScienceCourseimprovementresearch”,andithasbecomethemainteachingmethodofbasicscientificknowledgeandbeingwidelyappliedtoallformsofscientificteaching.Itsbasicproceduresincludethreestages:conceptprobing;conceptintroduction;conceptapplying.2)5ETeachingModel(Karplus,1967),whichistheimprovementofTheLearningCycleanditmakestheteachingproceduresandteachingstrategiesmorecorrespondingtostudents’cognitivecharacteristics.Itsteachingproceduresincludefiveparts:Engagementstage;Explorationstage;Explanationstage;ElaborationstageandEvaluationstage.3)InquiryTrainingmodel,whichissummarizedbyRichardSuchman(1962),onthebasisofobservingandanalyzingscientists’exploratoryactivitiesandcombiningpedagogics.Itsbasicproceduresare:showingquestions-buildinghypothesis-testifying-makingconclusions.4)BiologicalScienceInquiryModel,whichisdevelopedbyAmericaChicagoUniversityprofessor,Schwab(1972),inhisleadingBiologyScienceCourseSeminarandhasbeenappliedtohighschoolbiologyclass.Itsbasicproceduresare:settingupinquirycontext-determiningthescopeofinquiry-buildingquestion-speculatingquestion-solvingquestion.5)SocialInquiryModel,whichisamodelthatappliesscienceteaching’sinquirymodeltothelearningofsocialscience,itsrepresentativesareByronMassialasandBenjaminCox(1974).Incontrast,inChina,scholars’researchresultsoninquiryteachingfallsbehindforeignresearchresultsnotonlyintherespectoftheorybutalsoinpractice.14 BiologicalScienceTheInquiryModelLearningCycleSocialInquiry5TeachingModelsModelInquiryTraining5ETeachingModelModelFigure2:FiveTeachingModels2.1.3.3TheImplementationof5ETeachingModelTheauthoradopted5ETeachingModelintheEnglishclass.Adoptingthismodelcanimprovestudents’abilityofinteraction,innovationandself-study.Inclass,students’innovativeandinteractiveabilitiesaremoreimportantandcanbeimprovedobviously,andwhichpaysattentiontotherelationshipandcommunicationbetweentheteacherandstudents.Whileafterclass,students’autonomouslearningandinteractivelearningabilitycanbeimprovedgreatly.Throughanalyzingandcombiningtheadvantagesofthe5Eteachingmodels,theauthorestablishesateachingprocedurefortheEnglishclassasfollows:Step1.Theteachercreatesinquirycontext.(NiHuaxin,2013)Step2.Theteacherencouragesstudentstoraiseinquiryquestion.Step3.Studentsspeculatequestioncooperatively.Step4.Studentsreporttheresults.Step5.Studentsconcludetheanswer.Step6.Theteachercommentstheanswer.15 innovation5ETeachingModelsautonomyStudentsandStudentsandtheteacherstudentsAfterclassInclassinteractionFigure3:TheRelationshipNetworkThattheAuthorEstablished2.2CurrentSituationofEnglishGrammarTeaching2.2.1RequirementsofNewCurriculumCriteriaTheNewCurriculumCriteriaputsforwardclearrequirementsofthecontent,objectivesandmethodsofgrammarteaching(ZhuJianwei,2005).Studentsneedtomaster365grammarpoints.Everygrammarpointishighlysummarizedaswellasstronglyapplicable,besides,thekeyanddifficultpointsofeverygrammarhasbeenexplainedelaborately.Therearefourspecificandclearitemsineverygrammarpoint,whichincludekeypointshints,usageexamples,exercisesaswellastheanswers.Everyhintofthekeypointsisconciseandtothepoint,popularandeasytounderstand;Everyusageexampleistypicalandappropriate,aswellaswithauthenticlanguage;Everyexerciseistargeted.Fromtheaforementionedthreeaspects,thestudentscanovercomethedifficultiesofgrammarlearninginashorttime(self-translation).AsforEnglishteachers,theirroleshavebeenchanged.Englishteachersshouldlearncontinuously,rebuildtheirknowledgestructureandmakeeffortstoimprovetheirprofessionallevelandcomprehensivequality.Englishteachers’teachingauthorityhasbeenweakened.Theyshouldtryhardtobuildademocratic,equalandpleasantEnglishclassroom;Besides,Englishteachersshouldchangetheirtraditionalthinkingandaimeducationforall;Lastly,theyshouldsetupacorrectconceptofeducationandattachgreatimportancetothecomprehensiverequirementsanddevelopmentforstudents’quality.16 AsforstudentswholearnEnglish,theNCCrequires:students’learningstyleshouldbechanged,tobespecific,1)studentsshouldbechangedfrompassiveacceptancetoinitiativelearningundertheguidanceoftheirEnglishteachers;2)studentsshouldbeguidedfromcurriculumstudiestopracticalapplication;3)teachersshouldchangetheirauthoritativeteachingintocooperativediscussionwithstudents.2.2.2GrammarTeachingundertheNewCurriculumCriteria1.TheimportanceandnecessityofEnglishgrammarteachingundertheNewCurriculumCriteria(CaiQingyue,2007)TheteachingmaterialarrangementundertheNCCpaysmoreattentiontothetrainingoflisteningandspeaking,whichembodiesafocusofthiscurriculumreform:changingthetendencythattheEnglishcurriculumlaysmoreemphasisontheexplanationandteachingofgrammarandvocabularyknowledgeandignoresthecultivationofstudents’actualabilityaboutusinglanguage.TheEnglishteachinghasbeenchangedfromknowledge-basedteachingtocompetency-basedteaching,thatistosay,fromthetraditionalteachingmethodthatpaysmoreattentiontogrammartoCommunicativeApproach.Therefore,manyteachersarenotkeenatteachinggrammarandtheytendtoignoretheroleofgrammarinEnglishteachingandconsequentlysomestudentscannotexpresstheirownideasclearlyandcorrectlyowingtotheirshortageofgrammarknowledge,whichinfluencedtheircommunicativeactivities.Therefore,thegrammarteachingundertheNCCisstillimportantandnecessary.2.ThepresentsituationofEnglishgrammarteachingundertheNewCurriculumCriteriaManyteacherscomplainthateventhoughtheyexplainedthegrammarthoroughly,studentsstillcannotusegrammarknowledgeskillfullyanddonotperformwellintheexaminations.Themainreasontheyanalyzedisthatthegrammarcontentistooboringandmonotonousandthegrammarclassatmosphereisdepressing,whichleadstostudents’lowenthusiasmandlowefficiencyofclasses.Andfewfamousteachersmakementionofgrammarteaching.Grammarteachinghasbeenavoidedinalmostallopen17 classes,publicclassesandithasbeenweakenedconsciouslyinmanyEnglishteachingmaterials,whichleadstothatmanystudentshaveweakoralability,andthepracticalabilityofapplyingEnglishalsodeclinedgreatly.(BaiHaiying,2003)Therefore,TeachersshouldpaymoreattentiontothepracticabilityandpracticalityofEnglishteaching,whichhasbeenacommonviewofmanyteachers.2.2.3ProblemsandPossibleSolutionsMasteringgrammaristhefoundationofthelanguageproficiency(ZhangZhengdong,2005).Grammarteachingisalsoanessentialpartoflanguageteaching.However,astheFunctionalLinguisticsandCommunicativeTeachingApproachwereintroducedintoChina,grammarteachinghasbeenlosingitsposition(ZhangYiwu,2006).Traditionalgrammarteachingmethodsarelargelyexpositiveandtheteachingprocessisteacher-dominated.Someteachersalwaysteachgrammarinamechanicalwayandstudentshavetolearngrammarbymemorization.Krashen(1983)proposesSecondLanguageAcquisitionTheoryandrejectsthetraditionalgrammarmethod.Influencedbythisidea,grammarteachingoncedisappearedinEnglishclasses.TheignoranceofEnglishgrammarteachinggraduallycomeintobeing,manyEnglishteachersgraduallymakelittleofgrammarteaching(LiYongda,2007).TheimproperteachingmethodtoEnglishgrammarteachingmakesgrammarmoredifficulttobetaught.Asaresult,lessstudentswanttolearnit.GrammarteachingshouldbepaidmoreattentiontobytheEnglishteacherswhiletheyusetheCommunicativeApproachandtheyalsocanusetheTask-basedGrammarTeachingmethodtoteachEnglish.Inaddition,Educationdepartmentcansetrelevantpoliciestoremindteachersandstudentsoftheimportanceofgrammarteachingandlearning.AbetterwayshouldbepointedouttolearnEnglishgrammar,soastoimprovetheEnglishgrammarteaching.18 2.3UtilizationofInquiry-basedLanguageTeachinginEnglishGrammarClass2.3.1Intra-curricularInclass,theteacherdividesallstudentsintoseveralgroupsandchoosesoneasthemonitor,wheninquiryteachingisimplemented,first,theteachercreatesproperandcorrespondinglearningsituationforstudentstoguessandconclude,whichisthemostkeyandessentialstep(YouLijuan,2003).Then,studentsshouldlearn,explore,discuss,analyzeintheformofgroupsundertheguidanceandhelpoftheteacher,andthen,everymonitorcanreporthisself-studyresults(everymonitorisalternate).Afterhearingstudents’reportscarefully,theteachershouldpraiseandencouragestudents’endeavorandcooperationandthenthecorrectanswershouldbeannouncedandexplainedbytheteacher.Atthistime,somestudentsmayraisesomequestionsthattheydonotunderstand,theteachercandiscusswiththesestudents,atlast,theteacherandstudentscouldevaluatetheirownandothers’performance,beforefinishingtheclass,theteachercanoccupy5minutestoassignappropriateandmeaningfultasksforeverygroupaccordingtotheirlearninglevelandtheteachermustemphasizethesignificanceofcooperation(LuHuifang,2007).2.3.2Extra-curricularAfterclass,studentscandiscussandcooperateintheirspareandself-studytime,first,everygroupdividesitswork,onestudentcanlookuprelevantinformation;oneistoconcludethediscussionresult;onestudentisresponsibletostatetheirgroup’sidea,inaword,everystudentmustdohisduty.TheteachercanmakeuseofthesparetimetoguidestudentsbymeansofQQchatting,discussiongroup,speechandvideo,microlettervoiceetc,whichneedtheteachertoarrangehisdiscussiontimewithstudentsontheinternetproperly,inaddition,theteacheralsomusturgestudentstopayattentiontotheirlearningschedule.19 2.3.3TheIntegrationAsforthereasonswhycombiningin-classwithafter-classlearning,therearetwoshouldbepointedout:thefirstoneisthatInquiry-basedTeachingisaverytime-consumingproject,only45minutesinclassisfarfrombeingadequate;besides,EnglishgrammarisveryimportantforstudentstoimprovetheirEnglishskills,so,in-classteachingandafter-classguidanceshouldbeintegrated.Asforthewaytocombine,whenexplainingacertaingrammarpointinclass,theteacherraisessomequestionsthatcanmotivatestudentstoinnovateandthinkdifferentlyafterclass,beforenextclassbegins,theteacherlistenstostudents’reportsanddiscussionresultsandmakescommentsontheirautonomousandcooperativelearning.Tobespecific,grammarisextremelyimportantforstudents’Englishlearning,however,thetimeofgrammarlearninginclassisverylimited,therefore,in-classgrammarlearningisfarfromsufficient.Inthiscase,after-classtimewillbenecessaryforstudentstolearngrammar.Althoughmanyscholarshavedonemuchresearchoninquiryteaching,fewpeoplemadeastudyofcombiningin-classandafter-classgrammarlearning.Inclass,theteacherdividesallstudentsintoseveralgroupsandchoosesoneasthemonitor,wheninquiryteachingisimplemented,studentsshouldlearn,explore,discuss,analyzeintheformofgroupsundertheguidanceandhelpoftheteacher,andthen,everymonitorcanreporthisself-studyresults(everymonitorisalternate),afterhearingstudents’reportscarefully,theteachershouldpraiseandencouragestudents’endeavorandcooperationandthenthecorrectanswershouldbeannouncedandexplainedbytheteacher,atthistime,somestudentsmayraisesomequestionsthattheydonotunderstand,theteachercandiscusswiththesestudents,atlast,theteacherandstudentscouldevaluatetheirownandothers’performance,beforefinishingtheclass,theteachercanassignappropriatetasksforeverygroupaccordingtotheirlearninglevel,studentscandiscussandcooperateintheirspareandself-studytime,theteachercanmakeuseofthesparetimetoguidestudentsbymeansofQQchatting,20 discussiongroup,speechandvideo,microlettervoiceetc.Beforeanotherclassbegins,theteachershouldcommentoneverygroup’sinquiryresult.Theteachingproceduresformacircle,whichcancombinein-classandafter-classlearningperfectly.OnlyinthiswaycanstudentsmakefullandgooduseoftimetolearnEnglishgrammar.StudentsdiscussandinquiryTeacherAssigntaskThroughQQ，microcommentonbeforeletterstudents’finishingainquiryresultclassTeacherguideandevaluateInclassAfterclassInclassFigure4:TheCircleChartofCombiningin-classandafter-classLearning21 ChapterThreeMethodology3.1ResearchQuestionsQuestion1:Isiteffectivetoadoptinquiry-basedteachingmethodtoseniorhighschoolEnglishgrammarclass?Question2:Howtoapplythismethodtogrammarteaching?3.2Subjects86studentswerechosenasthesubjectsofthestudy.These86studentsarefromtwoclassesofNo.1middleschoolofYusheCountyofShanxiProvincewheretheauthoreverdidtheteachingpractice.Inalltheartclasses,thestudents’performanceandtheirgrammarscoreofthesetwoclassesareaverage.Beforetheexperiment,the86studentstakeagrammartest,andtheauthorrecordedtheirscore.AndthentheauthordividedClass274into7groupsandimplementedEnglishGrammarInquiryTeachingtothisclass,anotherclasshasbeentaughtEnglishgrammarbytraditionalmethod.Fourmonthslater,these86studentstookanothergrammartest.Then,theauthorcollectedstudents’scoresandthequestionnaireresultsandmadeanalysis.3.3InstrumentTwotests:includepretestandpost-test,whichwereusedtomakeacomparisonbetweenthepreviousteachingmethodandInquiry-basedTeachingmethodandtheeffectivenessofthenewteachingmethodcouldbetestified.Questionnaire:thereweretwoquestionnairesforstudents,onewasmadetohavea22 preliminaryunderstandingaboutstudents’attitudesontheircurrentEnglishgrammarlearningsituationanditincludes12questions;anotherwasarrangedafterthepost-test,whichwasusedtohaveaoverallunderstandingaboutstudents’feelingsonthenewteachingmethod-Inquiry-basedTeachinganditincludes6questions.Interview:thisinterviewwasarrangedforallEnglishteachersofgrade2inthatschool.Becauseofthegoodfriendshipbetweenthoseteachersandtheauthor,thisinterviewwashandyandeasytooperate.Itiscarriedoutintheformofcasualchattingandtookplaceduringtheclasstimebreak.SPSS16.0software,SPSSsoftwarewasusedtocomparethescoresofthetwoclassesbeforetheexperiment,thedifferencebetweenthepretestandpost-testscoreofthecontrolclassandtheexperimentclassrespectively.IntheSPSSsoftware,theauthormainlyusedtheIndependentSampleTTesttocheckthedifferencebetweenthetwoclassesbeforetheexperiment,andsheusedPairedSampleTTesttocheckthedifferenceofthecontrolclassbeforetheexperimentandaftertheexperiment,aswellastheexperimentclass’differencebeforeandaftertheimplementationofinquiry-basedteaching.3.4Procedures1.Toknowstudent’sbasicsituation.Thetwoclassesthattheauthorteachesaretwoartclassesofplainperformance,ineachclass,thereare43students.Onthewhole,thestudents’Englishlearningabilityisaverage,theirbasicskillsarenotsolid,andtheyrefusetospeakbuttheyarewillingtolearn.Afterknowingtheirbasicsituation,theauthorbegantointerviewstudentsdeeply,andfindtimetotalkwiththemtoknowtheirpreviousgrammarlearningsituation,andletstudentswritetheiradviceandhopestotheteacherintheformofnotes:howdoyouhopeyournewEnglishteachertoteachinyourgrammarclass?2.QuestionnaireandInterview23 ItisnecessaryforEnglishteacherstofurtherexplorehowtocombinethegrammarteachingwithcommunicativeteachingandhowtoteachgrammareffectively.Inordertodeeplyunderstandstudents’requirementstotheirnewEnglishteacherandgrammarteaching,theauthordesignedaquestionnaireaboutstudents’Englishgrammarlearningsituation(appendixI).Accordingtothequestionnaireandtheresultanalysis,aconclusioncanbemade:mostofthestudentsarealwaysinapassivestateinEnglishgrammarlearningandlackofinitiative.Basicallyspeaking,thegeneralsituationisthat:theteachersaysandthestudentsrecord,whichleadstotheinefficiencyoflearning,therefore,thestudentsdesireforachangeoftheboringteachingmethodinEnglishgrammarlearning.Theauthoralsorealizedthat:asanEnglishteacher,especiallyaseniorhighschoolEnglishteacher,shemustrackherbraintoadoptdifferentkindsofteachingmethodstoimprovestudents’learninginterestandtomobilizetheirlearninginitiative.Interview(AppendixVI)wasdesignedforfiveEnglishteachers,theinterviewquestionsareabouttheteachers’understandingonInquiry-basedTeachingmethod,theirunderstandingabouthowtobeagoodEnglishteacherandtheirusualwaysofteaching.3.PretestingAftercarefulpreparation,theauthororganizedagrammartest(appendixIV)forthetwoclassestochecktheirbasiclevelofgrammar.ThegrammartestisdesignedaccordingtoseveralgrammarpointsthattheteachercarriedoutInquiry-basedTeachingto.Thepurposeistoknowstudents’basicgrammarlearningsituation,fromwhich,theauthorcanfindproblemsandimproveherclassroomgrammarteachingsituation.Fromthetestresult,aconclusionwasmadethat:onthewhole,thesestudentsoftwoclasseshaveaaveragegrammarlevel,studentsofhighscorearefew.4.ThetreatmentAccordingtotheinquiry-basedteachingideaandtheteachingexperience,theauthortriedtoadopttheInquiry-basedTeachingmethodtoClass274.Theauthorexplainedthespecificteachingstepsofseveralgrammarpointsthatshecarriedout24 Inquiry-basedTeachingmethodtoinclass,whichincludethePresentContinuousTenseUsedforFutureActions,NounClause,theNon-FiniteVerbs.InNounClause,theauthorexplainedSubjectClause,ObjectClause,PredictiveClauseandAppositiveClause.Here,onlyaverysimpleexamplewasillustratedasfollows:Thecontentofinquiry:thepresentcontinuoustenseusedforfutureactions.Inquiryactivities:observation,groupdiscussionandsumming-up.Thedesiredstructureofinquiry:withoutteachers’Chineseexplanation,studentsinquirythestructureandcommonly-usedverbsofthepresentcontinuoustenseusedforfutureactionsbymeansofobservation,groupdiscussionandsumming-up.Theprocessofactivities:Theteacherasksstudentswhatkindofsentencepatternsthatusedforfutureactionstheyhavelearnedwhentheywereinjuniorhighschool?Step1:Theteacherasksstudentssuchquestionsas:Whatdoyouwanttodointhefuture?/Whatwillyoudothisweek?Studentswillanswerlikethis:Iwillgotothepark./Iamgoingtogoshoppingthisweek./Iwillbeateacherinthefuture.Theteacherwillsummarizethesentencepatternthatusedforfutureactionstogetherwiththeirstudents:begoingtodo/be...willbe/do...Step2:TheteacherletstudentstranslatethefollowingChinesesentencesingroupsandcooperatively.你（将）怎样去那儿？我们将于星期五离开。你在西安要待多久？飞机将于下午5:20起飞。今年夏天我打算到新疆度假。Studentsmaytranslatethesesentenceslikethis:Howareyougoingtogetthere?WewillleaveonFriday.HowlongwillyoustayinXi’an?25 Theplanewillleaveat5:20p.m.IwillspendmyholidayinXinjingthissummer.Step3:Atthistime,theteacherasksstudentstotranslatethosesentencesusingotherkindofsentencepatternthatcanusedtoexpressfutureactions:begoingto.../will(shall)+do...,studentswillcontinuediscussingandinquiringhowtotranslate.Step4:Thestudentsracktheirbrains,butnosolutions,atthistime,theteacherwillmakeanexample,Forexample:(蒂娜将和我一起去机场。Tinaisgoingtotheairportwithme.)Theteacherletsstudentsobservetheexamplesentencecarefullyandfindtherulesandencouragestudentstotranslatetheabovefivesentencesagain.Step5:Afterthecarefulobservation,inquiryanddiscussionoftheexamplesentence,thestudentsgivethefollowingtranslations:Howareyougettingthere?WeareleavingonFriday.HowlongareyoustayinginXi’an?Theplaneistakingoffat5:20.IamtakingaholidaytoXin’jiangthissummer.Step6:Theteacherpraisesthatstudentstranslatewellandletsthemmakeaconclusionabouttheruleswhentheyaretranslating.Atthistime,studentstelltheteacherwhattheyobeyisthat:am/is/are~v-ing...canalsoexpressfutureactions.Afterhearingthis,theteacherisveryhappyandhethinkshisstudentshavealreadymasteredthenewsentencepattern.Step7:Theteachertellsstudentsthatnotallverbscanapplytothisstructureandheletsstudentsguesswhatkindofverbscanapplytothisstructure.Thestudentsmaythinkofverbslike:come/go/leave/move/see...Theteachertellsstudentssomeactionsthatindicatepeopleplantocarryoutinthenearfuture,andthentheteachermakesexamplesagain:Wearemeetinghimaftertheperformance./WhenisMr.Manningtakinghisholiday?Theteachersumsuptheverbstogetherwithstudents:go/come/arrive/leave/start/stay/return/play/do/have/work/wear/spend/see/meet,etc.26 Step8:Theteacherletsstudentswriteadiaryusingwhattheyhavelearnedtodayanddescribewhatplanstheyhaveinthenearfuture.Inaddition,theteacherarrangesanothertopicforstudentstoinquiryanddiscussingroupsformafterclass.ThestudentscandiscussandcooperatethroughQQ,microletter,etc.Theyalsocanconnectwiththeteachertocommunicate.Step9:Beforeanotherclassbegins,theteacherfirstleteverygrouprepresentativerepresentwhattheyhavediscussedaboutthetopicthathearrangedlasttime.Fromthespecificstepsabove,theauthorcansummarizethemasfollowingseveralnecessaryprocedures:1)Establishingsituationquestions.First,settingupquestionsstageistheinitialstageoftheInquiry-basedTeachingmethod,itisthedirectionalstageofthelearningactivity.Comparedtotheoldteachingmaterial,Englishteacherscanclearlyperceivethat:theoldteachingmaterialpaysattentiontothepresentationofform,onthecontrary,thenewteachingmateriallaysmoreemphasisonthepresentationofmeaning.But,atthesametime,thenewteachingmaterialalsofocusesongrammarform,itisnotlikethetraditionalteaching,whichpresentsforminisolation,itprovidescontextandmeaninginthetext,whichcanhelpstudentschoosegrammarformaccordingtothecontext.Thestudentsshouldadoptdifferentkindsofgrammarteachingmodelsaccordingtothedifferentkindsofteachingtask,differentteachingobjectivesandteachingmethods.ReferringtotheNewCurriculumCriteria,theauthortriedtoestablishasetofcontextualizedteachingmodel:Step1.Theteachercreatesinquirycontext.Step2.Theteacherencouragesstudentstoraiseinquiryquestion.Step3.Studentsspeculatequestioncooperatively.Step4.Studentsreporttheresults.Step5.Theteachergivestheanswer.Step6.Theteachercomments.Thatistosay,theteachershould“setupcontextinthegrammarteaching,letstudentsexperiencethegrammarrulesinthecontext,reusethegrammarrulesinthelifeenvironment,andintheend,studentscanobtainthenewgrammarknowledgeandskills.”Thegrammarmodeldiscussedheredoesnotreston27 theteachingofrulesandclauses,itisalsonotaindependentconceptascommunicativeteaching,butanewpatternthatintegratesmodernEnglishlanguageteaching.TheauthorfirmlybelievethatthisintegratedmodelbuiltoncontextualizedactivitywillabsolutelyimprovetheeffectivenessofseniorhighschoolEnglishgrammarteaching,itwillalsobringauniquecharacteristicandopenupabrandnewteachingfield.Forexample,beforelearningagrammar,studentscanbeguidedbytheteachertomakesentencesthroughusingavarietyofcontextsortheteachercanpresentatypicalexamplesentence.Iftheteacherdirectlytellsstudentsthegrammarrulesbeforetheclass,whichwillcertainlyleadstothelossofinterestofstudents.Therefore,intheprocessofgrammarteaching,theteachershouldpromotetheprincipleof“meaninggoesfirst”,activelycreatesituationstostimulatethestudents’imagination,whichistheguaranteeof“meaninggoesfirst”,andcertainstorysituationscanimprovestudents’grammarmemorydepth,studentscanquicklyeliminategrammardifficultiesandgraspthekeypointsinthecontexts.Therefore,contextscanbethefertilesoilofgrammarteaching.Teachingexample1:Pleaseobservethefollowingsentencesandfindthesubordinateclausesinthemandexplainwhatkindofgrammaticalfunctiontheyplayinthesentence.1.Thathegotthefirstprizeexcitedhimmuch.2.Whatweshoulddowiththeproblemsisundecided.3.Whetherwecanlookupthisaddressinstillaproblem.4.Thequestioniswhetherwecanreducethecostoftheproject.5.Itsoundsasifsomeoneisknockingatthebackdoor.6.Thereasonwhyhedidnotpasstheexamwasthathewastoocareless.7.Hesaidthathecouldnotfinishhisworkbeforedusk.8.Weallfinditimportantthatweshouldmakeaquickdecisionaboutthismatter.9.Weareallpleasedthatwehaveonceagainovercomethisdifficulty.10.Theproblemwhytheearthisbecomingwarmerandwarmerisstillunder28 discussion.11.Thenewsthatourteamhaswonthegameistrue.12.Thequestionwhetherweneedithasnotbeenconsidered.2)Inquirystage.Theteachers’leadingandguidingroleisthebasisofInquiry-basedTeaching,andthestudents’independentthinkingandactiveexploringisthecoreandthekeyofinquiry-basedteaching,itisalsothecentrallinkofseniorhighschoolEnglishinquiry-basedteaching.Therefore,inthisstage,teachers’maintaskistoleadandguidestudentstoread,think,discuss,observeandexercisearoundtheclassteachingobjectives,leadstudentstodevelopself-studystepbystepandtoanalyzequestionssystematically,tospurtthesparkofthoughtintheprocessofgraspinginquiryandthentoexperiencethepleasureof“discovery”.Teachingexample:1.Accordingtotheaboveobservationandthegroups’discussion,pleaseanswerthefollowingquestions:1)Thesubstantiveclauseincludes_____________________2)Whatkindsofconjunctioncanleadthesubstantiveclause:Conjunctivepronouns_____________Conjunctions____________________Conjunctiveadverbs______________2.Trytodistinguishthefollowingseveralgroupsofconjunctions.1)that/whatAmoderncityhasbeensetupin__wasawastelandtenyearsago.A.WhatB.WhichC.ThatD.WhereWithhisworkcompleted,thebusinessmansteppedbacktohisseat,feelingpleased__hewasamanofaction.A.WhichB.ThatC.WhatD.WhetherItiswhatyoudoratherthanwhatyousay__matters.29 A.ThatB.WhatC.WhichD.This2)what/which;whatever/whicheverThisisthereason__hegaveusforcarryingouttheplan.A.WhyB.BecauseC.WhichD.What__mattersmostinlearningEnglishisenoughpractice.A.WhatB.WhyC.WhereD.which3)Evaluationstage.ExchangeandevaluationisoneofthemostimportantstageinseniorhighschoolEnglishinquiry-basedteachingprocess.Itplaysanextremelysignificantroleintheprocessofstudents’independentinquiry.Everystudentisactivetoorganizelanguage,findproblems,andtoinquirethesolutionstotheproblemsfromdifferentsystemsandthroughdifferentwaysofthinking.Inquirylearningisakindof“discovery”learning.Inthisstage,theteachersummarizestheconclusionsthatthestudentsraisequestions,leadsstudentstoshareandappreciatetheresultsofeachother,inordertoinspireandimprovemutually.Inthisstage,theteachercarriesoutapositiveandproperencouragementevaluationtostudents’inquiryactivitiesanditsresults,atthesametime,theteacherleadsstudentstoconductself-assessmentandmutualevaluation,inordertoletthemobtaintheemotionalexperienceofsuccess.Teachingexamples:1.ThroughsettingdifferentEnglishconversationcontexts,toletstudentsgraspkeygrammarpoints.2.Actingasteachersinsmallgroups,toreachthegoalofunderstandingthegrammarthroughthecommunicationbetweengroupsandthewholeclass,atthesametime,theteachershouldpayattentiontoguide,helpandcomment.3.Afterthestudentsfullyunderstandthegrammar,theteachercanletsstudentsreorganizethegrammartodialogues,tofulfillthetaskinthegroupcooperation.Personalinquiryshouldcombinewiththewholeclassdiscussion,inwhichform,accordingtotheoverallobjectivesofthetextandtheteachingcontent,thewholeclass30 arecenteredonacommonresearchtopicwithinacertainperiodoftime,theteacherletsstudentsfulfillthetaskofcollectinginformationandmaterialindependently,discusswiththewholeclasstoarriveataconclusion.4)Practicestage.Throughthestageofsettingsituation,leadinginquiryandevaluation,thestudentshavegraspedtherelevantEnglishknowledge.Atthistime,theteachershouldarrangestudentstousetheknowledgethattheylearnedthroughvariousforms,whichcandevelopstudents’abilityandimpelthemtointrospect.Inthisway,studentswillhaveamoredeepandcomprehensiveunderstandingaboutthings,theirtrainofthoughthasbecomemoreclearandmorereasonableandtheyhavegotmoreabundantinformation.Exercise:Readthefollowingpassageandfillintheblankswithproperconjunctions.Ireadareportlastnight,__says__manypeoplediedinatrafficaccident.ButIforgot__theaccidenthappenedlastSunday.__astonishedmemostis__somebabieslosttheirlives.However,Idonotknow__thegovernmenthastakensomemeasurestodealwithit.Inmyopinion,theaccidenthastaughtusalessen__weshouldobeythetrafficrules.5)Assignhomeworkstage.Beforetheclassends,theteachershouldassignhomeworkelaborately.Thehomeworkcanbesomequestionsorinterestingtopics,butitshouldnotbeassignedtoomuchortooboring.Accordingtothefirstquestionnaire,theauthorfindoutthatalotofEnglishteachersareusedtoassigntoomuchexerciseortoolongatexttorecite,whichisoflittleeffectintheendandstudentsarealwaysunwillingtofinish.Therefore,studentsarealwayspassivetolearnEnglishgrammar.However,ifthehomeworkisinteresting,ifitisnotsomuch,ifitneedstobefinishedbyagroup,notonlyonestudent,ifitisunlimitedandcanbecreativeandcooperative,ifitneedsmoreimagination,ifitalsocanbefinishedbythosepoorstudents,thenstudentswillbewillingtodoitandhavemoreenthusiasm.31 Teachingexample:1.Afterlearningsubjectclause,theteachercanassignhomeworklikewritingadiarywithsubjectclausesentences.2.Afterlearningsubjectclause,theteachercanletstudentsmakeasummaryaboutwhattheyhavelearnedinclass.3.Afterlearningsubjectclause,theteachercanletstudentspreviewwhatisobjectclause,theycanprepareintheformofgroups,andbeforeanotherclassbegins,Ilettherepresentativesreporttheinformationthattheyhavecollected.Inaword,intheprocessofactualteaching,theseniorhighschoolEnglishgrammarcontextualizedmodelundertheNewCurriculumCriteria,settingupcontextisthebasisofexperience,inductionistheresultofexperience,andinternalizationisthesublimationofinduction.Throughestablishingcontexts,studentscanproducemoreexperience,throughinduction,studentshaveaclearunderstandingtogrammarrules,throughinternalization,theycanobtainmorenewknowledgeandskills.Inthisstep,theteachershoulddesigntheclassroomexerciseselaborately,makingexercisefullofcomprehensiveness,enlightenment,typicality,creativityandhierarchy.Thefourstepsaboveareaopenteachingprocess,whencarryingouttheactualclassroomteaching,theteachercanuseflexiblyandcreatively.5.Post-testingAfterfourmonthsexperiment,theauthorarrangedapost-test(appendixV)forallthestudents.Thetwoclassesallparticipatedinthistest.Fromthetestresult,theauthormadeaconclusionthat:inexperimentclass,alotofstudents’Englishgrammarknowledgehasbeenenhanced,theirgrammarlearninghasbeenimprovedgreatly.6.QuestionnaireThisquestionnaire(AppendixII)wasdesignedtocheckthestudents’feelingaboutInquiry-basedTeachinganditseffectiveness.32 3.5DataCollectionTheauthordesignedtwoquestionnairesandhandedouttotwoclasses’studentsandreceived86effectivecopiesofallstudentsparticipatedfinally.TheauthoralsointerviewedfiveEnglishteachersofgrade2andrecordedtheirrealanswers.Thetwoclasses’studentsalltookpartinthetwoEnglishgrammarexaminations,whichincludespretestandpost-test.Theauthorcollectedtheirscores(AppendixIII)respectively.33 ChapterFourResultsandDiscussion4.1Discussion4.1.1DescriptionandDiscussionofStudents’ScoreThelearninginterestofthestudentsaremainlyreflectintheparticipationoftheactivitiesinsideandoutsideclassroom,andEnglishcapacityisdirectlyreflectedinthescore,besidetheabilityofusingEnglishinsideandoutsideclassroom.Therefore,thestudyismainlybasedonthescore.Thescoresofthetwoclassesinexamination,beforetheimplementationofinquiry-basedteachingandafteritrespectively,areanalyzedappliedwithPvalue.Thetwoexaminationstakenforareinthesameformandwithappropriatedifficulty.Table4.1ComparisonofStudentsScoreofControlClassandExperimentClassinPretestGroupStatisticsvariablesNMeanStd.DeviationErrorMeanControlGroup4379.3012.2271.865ExperimentGroup4378.6012.6931.936IndependentSamplesTestLevene’sTestforEqualityofVariancesT-testforEqualityofMeansFSig.Tdfsig.MeanStd.Error95%ConfidenceInternalofDifferenceDifferencetheDifferenceEqualvariancesassumed.026.873.26084.796.6982.688-4.6476.042Equalvariancesnot.26083.883.796.6982.688-4.6476.042assumed34 InSPSS,independentsampleTtestisusedtocheckthedifferencebetweentwogroups.Fromthetableabove,themeanoftwoclasses’scoresareverycloseinthefirstexam,p=0.873>0.05,sotheEnglishgrammarlevelofthetwoclassesisalmostequal.Table4.2ComparisonofPretestandPost-testScoreoftheExperimentClassPairedSamplesStatisticsMeanNStd.DeviationStd.ErrorMeanBefore79.304312.2271.865After(experimentclass)86.164313.3562.037PairedSamplesCorrelationsNCorrelationSig.Beforetraining&Aftertraining43.902.000PairedSamplesTestPairedDifferencesMeanStd.Std.Error95%ConfidenceIntervaltdfsig.DeviationMeanoftheDifferenceBeforetraining-6.8605.776.881-8.638-5.083-7.78942.000&AftertrainingAsshowninthetableabove,pairedsampleTtestisusedtocheckthedifferencebetweenpretestandpost-testoftheexperimentclass.Fromthetable,agreatdifferencecanbeseenbetweenthemeanscoresoftheexperimentclassinthepretestandpost-testandp=0.000<0.05,whichindicatesthatthereisabigdifferencebetweenthepretestandpost-testoftheexperimentclass.35 Table4.3ComparisonofPretestandPost-testScoreoftheControlClassPairedSamplesStatisticsMeanNStd.DeviationStd.ErrorMeanBefore78.604312.6931.936After(controlclass)78.844313.0861.996PairedSamplesCorrelationsNCorrelationSig.Beforetraining&Aftertraining43.940.000PairedSamplesTestPairedDifferencesMeanStd.Std.Error95%ConfidenceIntervaltdfsig.DeviationMeanoftheDifferenceBeforetraining-.2334.493.685-1.6151.150-.33942.736&AftertrainingAsshowninthetableabove,pairedsampleTtestisusedtocheckthedifferencebetweenthepretestscoreandthepost-testscoreofthecontrolclass.Fromthetabledata,theauthorfindoutthatthereisnobigdifferenceofmeanscoresbetweenthepretestandthepost-testofthecontrolclassandp=0.736>0.05,whichindicatesthatthereisnobigdifferencebeforetheimplementationofinquiry-basedteachingandafterthat.So,theauthorconcludesthatinquiry-basedteachingiseffectivewhenappliedtoseniorhighschoolEnglishgrammarclass.36 Table4.4TheSummaryofComparisonofControlClassandExperimentClassinPretestandPost-testControlClassExperimentClassNumberofstudents4343Mean79.3078.60PretestSD12.22712.693P=0.873Mean78.8486.16Post-testSD13.08613.356P=0.000Asshowninthetable,thescoreoftwoclasseswereverycloseinthefirsttest.Themeanscoreofcontrolclassis79.30,andstandarddeviationis12.227.Themeanscoreofexperimentclassis78.60,thestandarddeviationis12.693.ThetestedPvalueis0.873,whichisgreaterthan0.05,thereforethetwoclassesdidnothavesignificantdifferencebeforethetest.Afterimplementationofinquiry-basedteachinginexperimentclassforfourmonths,althoughbothofthemhaveimprovedontheirscores,themeanofexperimentclassis86.16,andstandarddeviationis13.356,whilethecontrolclassis78.84and13.086separately.Superficially,theexperimentclasshasimprovedmorethanthecontrolclass.Testingtheimprovedscoresofthetwoclassesbeforeandaftertheexperiment,Pis0.000,whichissmallerthan0.01.Itisverifiedthatthescoresofthetwoclasseshavesignificantdifference.Thus,thesecondresearchhypothesisthatinquiry-basedteachingcouldimprovethescoreofthestudentscanbecertified.4.1.2DescriptionandDiscussionofQuestionnairesAccordingtothequestionnaireresult,someproblemsandthepreferenceofstudentsrelatedtoEnglishgrammarteachinginsenorhighschoolarediscussed.37 Table4.5PercentageofAttitudesonCurrentEnglishGrammarTeachingMethodNumberStronglyAgreeNeitheragreenorDisagreeStronglyAgree(%)(%)disagree(%)(%)disagree(%)16.7%10.1%28.1%40.1%15%Fromthetableabove,theauthorfindoutthatmostofthesubjectsarenotsatisfiedwiththecurrentEnglishgrammarteachingmethodandanticipatetochangetheirsituation.Somestudentsexpecttohaveabigchange,whileothersthinkthatsomechangescanbeenough.Almosthalfofthemareboredwiththepresentteachingmethodandlookforwardtoaoriginalone.Therefore,theauthorconcludesthatthepresentteachingmethodcannotmeetstudents’needsandabigreformshouldbeperformed.Table4.6PercentageonStudents’LearningPreferencenumberStronglyAgreeNeitheragreenorDisagreeStronglyAgree(%)(%)disagree(%)(%)disagree(%)220.230.815.37.226.5344.242.12.110.11.5453.122.29.913.11.759.014.013.445.118.5643.340.83.412.10.4733.543.25.611.26.587.413.912.144.821.8Number2to5aretheattitudesontheclassroomactivitiesofthestudents,whichshowsstudents’learningstyle.Asthetableshows,moststudentsprefertoparticipateinclassroomactivitiesingroupsorcooperatively,furthermore,autonomouslearningandlearnwiththewholeclassarenotpopularamongthestudents.Thenumber6to838 indicatewhatkindofstudentstheyarewillingtostudywith.Asitexpressesinthetable,alargepartofstudentsareinclinedtolearnwithstudentswhoareatthesamelevelorthehigherlevel,whilelessthanahalfstudentsarewillingtostudywiththosestudentswhoarethelowerlevel.Thisresulttoldtheteacherhowtodividegroupsandhowtoarrangeactivitiesduringclass.Table4.7PercentageofAttitudesonTeachers’DistributionofTimeNumberStronglyAgreeNeitheragreenorDisagreeStronglyAgree(%)(%)disagree(%)(%)disagree(%)942.927.112.08.99.1Asshowninthetable,if45minutesisoneperiod,theteacher’sexplanationoccupiesmorethan35minutes.Thestudentshardlyhavechancetoattendtheteachingandlearningactivities.Thenumber9showsthatalargepartofstudentsthinktheirteachershaveoccupiedmostoftimeandleftlittletimeforthemtoparticipatein.Onlyafewstudentsthinktheyhaveenoughtimetomakeuseof.Therefore,thetimedistributioninEnglishclassroomshouldbeadjustedspeedily.Thefocusshouldbechangedfromteacher-centeredsituationtostudents-centeredsituation,inordertofosterthestudents’autonomouslearningabilityandlanguagecapacity.Theteachershouldtakeatleast15minutestogivelectureinoneperiod,whichdoesnotmeanthattherestofthetimearecompletelygiventothestudents,butregardthemasacenter,atthesametime,theteachershouldbetheirfacilitatorandorganizer.Table4.8PercentageofTimetoThinkbyStudentsThemselvesNumberStronglyAgreeNeitheragreenorDisagreeStronglyAgree(%)(%)disagree(%)(%)disagree(%)1043.330.212.16.87.639 Alargenumberofstudentsbelievethattheyhavelittletimetothinkbythemselvesandhavelittlechancetousewhattheyleanedtocommunicatewiththeirclassmates,teachersortheothers.Ifthereisnocommunicationandself-thinking,whatthestudentslearnedcouldjustbemeaninglessandtheirapplicationcapabilitycouldnotbeimproved.Table4.9PercentageofAttitudesontheAmountofHomeworkNumberStronglyAgreeNeitheragreenorDisagreeStronglyAgree(%)(%)disagree(%)(%)disagree(%)1144.234.18.912.30.5Asshowninthetable,number11isaboutstudents’attitudesontheamountoftheirhomework.Fromtheselectiontendencyofstudents,theauthorfindoutthatagreatnumberofstudentsthinktheyhavetoomuchhomeworktodoandtheycanhardlyfinishit.Onlyasmallnumberofstudentsthinktheamountofhomeworkisappropriateforthem,whichtoldtheauthorthatEnglishteachersshouldchangetheirprevioushomeworkamountandleavemorespaceandtimeforstudentstohaverests.Table4.10PercentageofAttitudesontheInterestofHomeworkNumberStronglyAgreeNeitheragreenorDisagreeStronglyAgree(%)(%)disagree(%)(%)disagree(%)1234.045.411.87.21.6Asshowninthetable,number12isaboutstudents’attitudesontheinterestoftheirEnglishhomework.Nearlythreequartersstudentsthinktheirhomeworkisboringandtheyareunwillingtodoitandonlyasmallnumberofstudentsthinkthehomeworkisinteresting,whichtoldEnglishteacherstochangethetypeofthehomework.TheEnglishteachersshouldtakethehomeworkasanimportantpartforstudentstolearn40 English,theyshouldassignsomethingmoreinterestingandmeaningfultodo.Inaword,alargenumberofstudentsarenotsatisfiedwiththeircurrentEnglishgrammarteachingmethodandtheywantsomechange.therealsoproducesseveralsuggestionsfromthequestionnairesofstudents.First,thepresentEnglishteachingmethodcannotmeetthestudents’demandsandtheteachingmethodreformisurgentandimperativeonthisoccasion.Secondly,thestudentsprefertolearncooperativelyandtheteachershoulddesignanddividegroupselaborately.Thirdly,theteachershouldgivetheirstudentsmoretimeandmorechancetothinkbythemselvesandtotakepartinactivities,insteadofoccupyingmostofthetimeoftheclass.Finally,theteachershouldgivetheirstudentsmorechancesandtimeordesignmoreactivitiestocommunicatewiththeirclassmatesandteachers,inordertoenhancetheirapplicationability.AftertheapplicationofInquiry-basedTeaching,thequestionnaireresultssummarizedfromtheexperimentclassareasfollow.Number1to6areaboutthestudents’evaluationofthenewEnglishteachingmethod.Table4.11PercentageoftheAssessmentontheInquiry-basedTeachingMethodQuestionStronglyAgreeNeitheragreenorDisagreeStronglyNumberAgree(%)(%)disagree(%)(%)disagree(%)122.745.27.413.611.1219.210.122.134.514.1Question1isabouttheeffectivenessofInquiry-basedTeachingmethod.AlargenumberofstudentsthinkthatthenewEnglishteachingmethodismuchbetterthantheirpreviousone.Andtheyhopethiseffectivemethodcanbecarriedoutcontinuously.Question2isaboutthesuccessorfailureoftheInquiry-basedTeachingmethodwhenappliedtotheirEnglishgrammarclass.Alargeamountofstudentsthinkthatthenewteachingmethodissuccessful.41 Table4.12PercentageofAttitudeonTimeDistributioninInquiry-basedTeachingMethodNumberStronglyAgreeNeitheragreenorDisagreeStronglyAgree(%)(%)disagree(%)(%)disagree(%)37.42.811.145.733.0Number3isaboutthestudents’attitudesofthetimedistributionaftertheapplicationofInquiry-basedTeaching.Comparedwiththepreviousinvestigationresult,morestudentsaresatisfiedwiththepresentwayoftimedistribution.AfterimplementingthenewEnglishteachingmethod,thestudentshavemoretimetotakepartintheactivities,andwhichgreatlyimprovedtheirEnglishlanguageability,especiallytheapplicationcapability.Table4.13PercentageofAttitudesonImprovementofEnglishLanguageSkillsQuestionStronglyAgreeNeitheragreenorDisagreeStronglynumberAgree(%)(%)disagree(%)(%)disagree(%)437.434.68.310.29.5Asshowninthetable,instudents’opinion,thenewteachingmethod’simplementationissuccessful.AlargenumberofstudentsbelievethattheyhavebenefitalotfromthenewteachingmethodandtheirEnglishlanguageskillshavebeengreatlyimproved.whichindicatesthatInquiry-basedTeachingisaeffectiveandfeasiblemethodinseniorhighschoolEnglishclass.Table4.14PercentageofAttitudesontheAmountofHomeworkQuestionStronglyAgreeNeitheragreenorDisagreeStronglynumberAgree(%)(%)disagree(%)(%)disagree(%)517.211.812.134.224.742 Asshowninthetable,number5isaboutthestudents’attitudesontheamountoftheirEnglishhomework.AboutmorethanhalfofstudentsthinktheamountofthehomeworkisreducedaftertheimplementationofInquiry-basedTeachingandtheycanfinishit.Table4.15PercentageofAttitudesontheinterestofHomeworkNumberStronglyAgreeNeitheragreenorDisagreeStronglyAgree(%)(%)disagree(%)(%)disagree(%)634.336.911.28.98.7Asshowninthetable,number6isaboutstudents’attitudesontheinterestofEnglishhomework.LessthanthreequartersofstudentsthinktheirhomeworkbecameinterestingandmeaningfulaftertheimplementationofInquiry-basedTeachingandtheyarewillingtofinishit,whichtoldpeoplethattheInquiry-basedTeachingiseffectivetoimprovestudents’interestandenthusiasmoflearningEnglishgrammar.Generallyspeaking,fromthestudents’questionnaire(AppendixII),theauthorsummarizedthefollowingpoints.1.Inquiry-basedTeachingimprovedstudents’interestandinitiativeoflearningEnglishgrammar.Theauthoradoptinquiry-basedgrammarteachingmethodtoexplain“thepresentcontinuoustenseusedforfutureactions,nounclause,thenon-finiteverbs”,tryingtocreatelearningcontextforstudents,sothatthegrammarcontentcanbesimplifiedandstudents’interestandconfidenceoflearningEnglishhasbeengreatlyenhanced.Studentshavearelaxingandpleasantlearningatmosphere,sotheywillhavegreaterinitiativeandparticipationratetolearn,whichfullyembodiesstudents’dominantroleinthelearningprocess.ThroughInquiry-basedTeachingmethod,students’abilityhasbeengreatlyenhancedandtheybecomemoreandmoreactiveandwillingtolearngrammar.2.Students’Englishgrammarscoreshowsagreatimprovement.43 Onthewhole,thetwoclasses,Class273andClass274thatIteachhaveanaverageperformanceinEnglishclassatthebeginning.AfterapplyingInquiry-basedTeachingmethodtoClass274,thestudents’Englishgrammarscoreofthisclassexperiencedabiggrowth,andtheyareverysatisfactorywiththeirscoresandperformance.3.Therelationshipbetweentheteacherandstudentsisbecomingmoreandmoreharmoniousandfriendly.SincetheauthorappliedInquiry-basedTeachingmethodtotheEnglishgrammarclass,thestudentsbecomemorewillingtointeractandcommunicatewiththeteacheraboutthedifficultproblemsthattheyencounteredandtheirreflectionsnotonlyinclassbutalsoafterclassandtheybecomemoreintimatewiththeteacher.4.ThroughtheimplementationofInquiry-basedTeachingtoEnglishgrammar,studentsbecamemoreandmoreinterestedintheirEnglishhomework.Theycanfinishitinpairs,ingroupsorwiththewholeclassandtheycanalsocommunicatewiththeirEnglishteacherthroughQQ,microletter,etc.Inaddition,thehomeworkbecameinterestingandmeaningful,thestudentsaremorewillingtodoandtoparticipateinthoseactivities,whichisusefulandhelpfulforthemtoimprovetheirEnglishgrammarscoreandpracticeability.However,studentsinClass273taughtwithtraditionalteachingmethodhavenotmadegreaterprogressintheirEnglishgrammarachievement.Theirlearningatmosphereisthesameasever,andstillkeeplifelessandinanimate.4.2Results4.2.1ResultsoftheInterviewThereisalsoaninterviewforEnglishteachers(AppendixVI).AfterinterviewingseveralEnglishteachers,theauthormadeaconclusionfromtheiranswersaccordingtotheirfeelingsandexperiences.1.AlmostallteachershavealittleknowledgeaboutInquiry-basedTeaching44 method,theydonotunderstandaboutitstheoriesorrelevantknowledge,andfewpeoplehadeveruseit.Buttheyhaveapointincommon:theyallbelievethatinquiry-basedteachingmethodcouldbeeffectiveandsuccessful,exceptforsomeobstaclesanddifficultieswhenimplementingit.2.Amajorityofteachersareveryactiveandwillingtochangetheirownteachingmethod.Theyhavegoodlearningattitudeandstrongdesirefordevelopment.3.Manyteachersthinkthattheyarenearlyexhaustedafteraperiodofclass,butthestudentslearnedalittleandtheyarealmostinapassivestatetoattendtheEnglishclasses.Allteachersbelievethatlearningshouldbestudents-centered,buttheyareallworriedaboutthestudents’independenceandtheirenthusiasmofparticipation.Soalotofclasstimeisstilloccupiedbytheteacher.4.Alotofteachersthinkagoodandqualifiedteachershouldnotonlybestudents’supervisorbutalsobestudents’friend,partnerandfacilitator.5.AllteachersbelievetherearelotsofdifficultieswhenimplementingInquiry-basedTeachingmethod,suchas:thestrongsupportfromtheschool,theteachers’professionalknowledgeandcapacitiesaswellasthestudents’cooperationandinitiative.6.Theyallthinkstudents’learningtimeinclassisfarfromsufficient,theEnglishteachersshouldmakefulluseoftheextracurriculartimetostrengthenstudents’Englishlanguageskillsandpracticalabilities.Inaddition,thecooperationandgoodfriendshipbetweenstudentsandtheteacherafterclasswillbebeneficialtostudents’learningachievements.7.Theenvironmentinschoolincludeshardwareconditionandsoftwarecondition.Asforthehardwarecondition,almostallteachersarenotsatisfiedwithit,embodiedinthefollowingaspects:(1)theschoolisshortofadvancedteachingequipment;(2)thoseexistingequipmenthaslowefficiencybecauseofoldtimeandimproperoperation;(3)manyteachersarenotsofamiliarandproficientwiththeoperationoftheequipment;(4)therearetoomanystudentsinaclass,itisdifficultfortheteacherstomonitor.45 Thesoftwareconditionincludesteachingenvironment,schoolrulesandregulations,instructionalevaluationandtherelationshipbetweenteachersandstudents.Theteachersareanimportantfactorintheprocessofteaching.Thejobofteachersneedsstrongsupportfromseveralaspects:enoughteachingexperience,properteachingmethodandsuitableculturalenvironment.Insomecases,almosteveryaspectcanbetheobstacleofInquiry-basedTeachingmethod’simplementation.Manyteachersareworriedaboutthistimeandeffort-consumingmethodwillleadstothelowscoreofstudents.Inaddition,thereisshortofenoughtimeandspaceforteachersandstudentstocarryoutexperiment.Mostofpeopleregardthestudents’scoresasthesolestandardtoevaluatetheteachinglevel.AlthoughtheMinistryofEducationhasputforwardtocarryoutareformofexaminationandenrollingsystemandtoreadjustthecontentandscopeofEnglishtests,thereformisbesetwithdifficultiesandhardtocarryout.4.2.2ResultoftheFirstQuestionAccordingtothecomparisonbetweenthepretestscoreandtheposttestscoreofthetwoclasses,theauthoransweredthefirstresearchquestionclearly:itiseffectivetoapplytheinquiry-basedteachingmethodtoEnglishgrammarclass.Inquiry-basedteachingmethodgavetheEnglishteachersanewchoiceandnewdirection.Moreandmoreteacherswillrealizethatscoreisnottheonlystandardtomeasurestudents’learninglevel,theactiveperformanceandtheenthusiasmtoparticipateinclassactivities,aswellastheteamspiritcanalsobemainandimportantwaystomeasurestudents’comprehensivequality.Therefore,itissuggestedthatinquiry-basedteachingmethodbeappliedandconsideredbyallEnglishteachersintheirEnglishclasses.4.2.3ResultsoftheSecondQuestionFromthestudents’attitudesontheirteacher’shomework,theauthorcanmakeitclearthatstudentsarenotsatisfiedwiththeamountandthetypeoftheEnglishhomeworkthattheirteacherassigned.Fromthestudents’attitudesontheirteacher’sclasstimedivision,theauthoralsocanmadeaconclusionthattheteacheroccupiesmostoftheclasstimetoexplaingrammarandstudentshavelittletimetoparticipatein46 classactivitiesandtothinkindependently,whichshowsthatstudentsshouldbegivenmoretimetodosomethingbythemselves.So,thecombinationbetweenin-classlearningandafter-classlearningisnecessary.However，aseveryoneknowsthatseniorhighschoolstudentshavegreatpressurefromsomanycurriculum,whichrequiretheirEnglishteacherapplyanewandefficientteachingmethodtotheirEnglishgrammarclassanditalsorequirestheteacherassignhomeworkelaboratelyandconsiderately.So,toanswerthesecondresearchquestion:applyinginquiry-basedteachingmethodtoEnglishgrammarclassshouldnotbelimitedonlyinclass,afterclasslearningcanalsobeappliedto,too,thatistosay,in-classgrammarinquiryteachingandafter-classgrammarinquiry-teachingshouldbeintegratedorganically.47 ChapterFiveConclusion5.1MajorFindingsThispaperfocusesonthefeasibilityofapplyingInquiry-basedTeachingforEnglishgrammarinseniorhighschool.Itarguesthatthiscomplicatedproblemisworthstudying,astheteachingresultsturnouttobeunsatisfactory.Thusthisphenomenonisquitecrucialandurgentsothatfurtherstudyandguidancearedemanded.Inthispaper,theexistingproblemshavebeenexploredandanalyzed,andalso,whyandhowtoapplyInquiry-basedTeachingmethodhasbeendiscussedandexplained,inaddition,someotherrelevantproblemsthathaveneedtobepaidattentiontohavebeenconsideredaswell.InordertoexplorewhethertheInquiry-basedTeachingiseffectiveandefficient,theauthorhavemadetwoquestionnaires,investigationandexperiment.TheresultsfromthefirstquestionnaireshowthatalmostallthestudentsclaimtheylearnEnglishpassivelyandthepresentteachingmodelisnotquiteaccepted.Inordertosolvethisproblem,Inquiry-basedTeachingmethodhasbeenappliedinClass274,Grade2ofNo.1MiddleSchoolinYusheCounty,ShanxiProvince,whichinvolvenearly43students.Throughanalyzingtheresultsfromthesecondquestionnaire,theauthorfindouttheconclusionthatInquiry-basedTeachingisacomparativelyeffectiveandefficientteachingmodel.Itmakesstudentslearnmore,inquirymoreandpracticemore.Themorestudentslearn,themoreintereststheyhaveinactivitiesofstudies.Therefore,thestudents’abilitiesoflearningandpracticecanbeimprovedandthepurposeofcultivatingthetalentsofforeignlanguageinthenewperiodscanberealized.Accordingtotheresultsfromtheexperiment,thatistosay,fromthecomparisonbetweenpretestandpost-test,theauthoralsofindoutthattheEnglishachievementofClass274hasbeengreatlyenhanced,alotofstudentshavemadegreatprogress,especiallythosestudentswholiketousetheirheads,liketosummarize,liketolearn48 cooperativelyintheirdailystudy.Inaword,theresearchquestioncanbeansweredhere.Itisnecessarytoadoptinquiry-basedteachingmethod,andalsothewayofcombiningin-classandafter-classlearningcanbeusedtoimplementthismethod.5.2PedagogicalImplicationsTheimplementationofInquiry-basedTeachingmethodissuccessfulthroughtheexperiment,whichimpliesthatEnglishgrammarcouldbelearnedwellonlyifagoodmethodcouldbeapplied.FortheEnglishteachers,creatingproperlearningsituationisextremelysignificant,whichrequiresteachers’elaboratepreparation.Inthisexperiment,theauthorcombinesin-classteachingwithafter-classguiding,whichnotonlycanmakefulluseofstudents’extra-curriculartime,butalsocaneffectivelyimprovestudents’learninglevel.Therefore,Englishteacherscanassignhomeworksubtlybeforefinishingaclass,whichistheimportantlinkbetweentheknowledgethatislearnedinclassandthetaskassignedafterclass.5.3LimitationsoftheThesisTherearesomelimitationsinthisthesis.Themostdefectedaspectisthattheclassroomteachingcasesarenotsufficient.Theauthoronlychoosetwoclassesthatsheteachesastheexperimentsubjects,whichcannotrepresentallstudents’situation,furthermore,therearestillfewstudentswhoareunwillingtosupportmywork,theyareperformedpassivelyintheexperimentandmypracticalclasses,whichleadedtosomeerrorsabouttheresults.Besides,theschoolthattheauthorteachesisthebestschoolinmyhometown,eventhoughitisalittlesmalltown,mostofthestudentsarealwaysverydiligentandwillingtoacceptnewmethodstochangetheircurrentlearningsituation.In49 addition,becauseofthelimitationoftime,experienceandthelengthofthethesis,andtheamountofinformants,thethesisdoesnotgiveanexcellentpresentationoftheimplementationofinquiry-basedteaching.Itisexpectedtohavefurtherstudyonitandgetadvicefromresearchers.Anditishopedthatthisstudycouldoffersomehelptotheresearchersstudiedoninquiry-basedteaching.50 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AppendixI：STUDENTSQUESTIONNAIREIReadthefollowingquestionsandmakeyourdecision:阅读下面的问题，并作出您的选择：a.非常同意b.同意c.不赞成也不反对d.不同意e.非常不同意a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.StronglydisagreeDearstudents,IamastudentfromSISUofChongqingcity,andsincerelyhopeyoucanhelpmedothisquestionnaire.Wedonotrequireyourname,yoursex,yourpersonalinformationandhowperfectyouransweris,whatweneedisjustyourjudgementsofthefollowingstatements.Pleasemakeyourowndecisionaccordingtoyourtruefeeling.Weareexpectingyouropinionsaboutthepresentteachingmethod.Manythanksforyourtimeandcooperation.亲爱的学生们，你们好！我是来自重庆市四川外国语大学的一名研三的学生，我真诚地希望你能帮我做这个问卷调查。我们不要求您的姓名，您的性别，您的其他个人信息，或者你的答案有多完美，我们只需要您做出针对下面这些问题的您的判断。请根据您的真实想法和感受做出您的选择。我们期待您的关于英语教学的不同意见。很感谢您能抽时间配合我。1.IamsatisfiedwiththepresentEnglishteachingmethodandIhopeitwillnotbechanged.我很满意现在的英语教学法，我不希望改变。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree2.IprefertostudywithallclassmatesinEnglishclass.我更愿意跟班上同学一起学习。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree3.IprefertostudyEnglishinsmallgroup.我更愿意以小组的方式学习英语。54 a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree4.IprefertostudyEnglishinpairs.我更愿意两个人一起学习英语。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree5.IprefertostudyEnglishbymyself.我更愿意自己一个人学习英语。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree6.IprefertolearnEnglishwiththosestudentswhodobetterintheirstudies.我更倾向于跟学习好的同学一起学习英语。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree7.IprefertolearnEnglishwiththosestudentswhoarethesamelevelwithme.我更倾向于跟学习水平和我差不多的同学一起学习英语。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree8.IprefertolearnEnglishwiththosestudentswhoarelesscapable.我更愿意与那些学习成绩不好的同学一起学习。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree9.MyEnglishclassisteacher-centeredandIhardlyhaveanytimetoparticipateinclassactivities.我的英语课是以教师为中心的，我几乎没时间参与课堂活动。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree10.IhardlyhaveanytimetothinkbymyselfandIhopetohavemorechancesto55 practiceEnglish.我几乎没时间自己思考，所以我希望有更多的锻炼英语的机会。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree11.IthinkmyEnglishteacheralwaysassignstoomuchhomeworktodoandIcannotfinishitsuccessfully.我认为我的英语老师总是安排太多的作业，所以我不能很好地完成。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree12.IthinktheEnglishhomeworkisboringandIhopeitcanbechanged.我认为英语作业很枯燥，希望可以改变。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.StronglydisagreeThankyouforyouranswers.56 AppendixII：STUDENTSQUESTIONNAIREIIReadthefollowingquestionsandmakeyourdecision:a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.StronglydisagreeDearstudents,IamastudentfromSISU,andsincerelyhopeyoucanhelpmedothisquestionnaire.Wedonotrequirehowperfectyouransweris,whatweneedisjustyourjudgementsofthefollowingstatements.Pleasemakeyourowndecisionaccordingtoyourtruefeeling.Weareexpectingyouropinionsaboutthepresentteachingmethod.Manythanksforyourtimeandcooperation.1.ThenewEnglishgrammarteachingmethodiseffective.新的英语语法教学法是有效的。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree2.NeitherthenewEnglishteachingmethodnorthepreviousoneissuccessful.新的英语教学法和以前的教学法都不成功。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree3.MyEnglishclassisstillteacher-centeredandIstillhavenotimetopractice.我的英语课依然是以教师为中心的，我还是没时间自己练习。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree4.MyEnglishlanguageabilityimprovedrapidlyaftertheimplementationofthenewEnglishgrammarteachingmethod.在运用了探究式教学法以后我的英语语言能力有了很大的提高。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree5.IthinkmyEnglishhomeworkisstilltoomuchandtoodifficultforme.57 我认为我们的英语课后作业还是很多，对我来说也很难。a.Stronglyagreeb.Agreec.Neitheragreenordisagreed.Disagreee.Stronglydisagree6.IthinkmyEnglishhomeworkbecameinterestingandIliketofinishit.我认为我的英语课后作业变得越来越有趣了，我愿意去完成。Thankyouforyouranswers.58 AppendixIII：STUDENTSSCORECOMPARISONTABLEThetwoclassstudentsallparticipatedinthegrammartests.Number(experimentPretestPost-testNumber(controlpretestPost-testclass)Scorescoreclass)scorescore18510018080295105290903859038590485100490905100105510095680756808571201257125125880858858598585985851080851075801180801180801285901285851385901365701485901465601590901590951670801680601775901780801875801880751985100197575209010020606021758021656559 2265702275802385902375752490952490902565752570702685852665602785902775752895100287570297585296570306580309090315560318585327075328585337585338085347590347575358085356060366575366570376565376060385560385560398511039707040606540908541708041859042757042808043809043909560 AppendixIV：PRETESTGRAMMARPAPER(Time:60min)HereisanEnglishpaper,therearethirtysentencesintotal.BeneatheachsentencetherearefourwordsorphrasesmarkedA,B,CandD.Chooseonewordorphrasethatbestcompletesthesentence.Thefullmarkis150.Youcangetfivescoreifyouansweredaquestioncorrectly.这里有一份英语试卷，一共有30道选择题。在每道题下面有四个选项：Ａ，Ｂ，Ｃ，和Ｄ。选择一个最合适的选项。总分１５０分，答对一道得５分。1.Policehavefound__appearstobethelostancientstatue.A.WhichB.WhereC.HowD.What2.Thesunlightiswhiteandblinding,__hard-edgedshadowsontheground.A.ThrowingB.BeingthrownC.TothrowD.Tobethrown3.“Lifeislikewalkinginthesnow”,Grannyusedtosay,“becauseeverystep____.”A.HasshownB.IsshowingC.ShowsD.Showed4.Itisbynomeansclear___thepresidentcandotoendthestrike.A.HowB.WhichC.ThatD.What5.Thepartywillbeheldinthegarden,weather___.A.PermittingB.TopermitC.PermittedD.Permit6.Filmhasamuchshorterhistory,especiallywhen___suchartformsasmusicandpainting.A.HavingcomparedB.ComparingtoC.ComparetoD.Comparedto7.Ladiesandgentlemen,pleasefastenyourseatbelts.Theplane___.A.TakesoffB.IstakingoffC.HastakenoffD.Tookoff8.---Areyoustillbusy?---Yes,I___mywork,anditwon’ttakelong.A.JustfinishB.AmjustfinishingC.HavejustfinishedD.Amjustgoingtofinish9.---Whatwouldyoudoifit___tomorrow?61 ---Wehavetocarryiton,sincewe’vegoteverythingready.A.rainB.RainsC.WillrainD.Israining10.SinceIwonthebigprize,mytelephonehasn’tstoppedringing.People__toaskhowIamgoingtospendthemoney.A.PhoneB.WillphoneC.WerephoningD.Arephoning11.IwillvisityouifFather__me.A.LetB.LetsC.IslettingD.Willlet12.Lookout!Thattree__falldown.A.IsgoingtoB.WillbeC.ShallD.Would13.Myuncle__toseeme.He’llbeheresoon.A.ComesB.IscomingC.HadcomeD.Came14.EverytimeI___there,Iwillbuyhimsomethingnice.A.WentB.WillgoC.GoD.Havegone15.Wewon’tgounlessyou__soon.A.HadcomeB.CameC.WillcomeD.Come16.---I’mgoingtotheStates.---Howlong__you__intheStates?A.Are,stayedB.Are,stayingC.Have;stayedD.Did;stay17.Iamafraidhe’smoreofatalkerthanadoer,whichis__heneverfinishesanything.A.ThatB.WhenC.WhereD.Why18.We’veofferedherthejob,butIdon’tknow___she’llacceptit.A.WhereB.WhatC.WhetherD.Which19.Thereisclearevidence__themostdifficultfeelingofalltointerpretisbodilypain.A.WhatB.IfC.HowD.That20.Themessageyouintendtoconveythroughwordsmaybetheexactoppositeof___othersactuallyunderstand.A.WhyB.ThatC.WhichD.What21.___BarbaraJonesofferstoherfansishonestyandhappiness.62 A.WhichB.WhatC.ThatD.Whom22.Theshockingnewsmademerealize___terribleproblemswewouldface.A.WhatB.HowC.ThatD.Why23.Itwasneverclear___themanhadn’treportedtheaccidentsooner.A.ThatB.HowC.WhenD.Why24.Twentystudentswanttoattendtheclassthataimstoteach___toreadfast.A.WhatB.WhoC.HowD.Why25.Modernsciencehasgivenclearevidence___smokingcanleadtomanydiseases.A.WhatB.WhichC.ThatD.Where26.I’dliketostartmyownbusiness--that’s___I’ddoifIhadthemoney.A.WhyB.whenC.WhichD.What27.Itisstillunderdiscussion___theoldbusstationshouldbereplacedwithamodernhotelornot.A.WhetherB.WhenC.WhichD.Where28.Itisnotalwayseasyforthepublictosee___useanewinventioncanbeoftohumanlife.A.WhoseB.WhatC.WhichD.That29.Beforeaproblemcanbesolved,itmustbeobvious___theproblemitselfis.A.WhatB.ThatC.WhichD.Why30.Cindyshutthedoorheavilyandburstintotears.Nooneintheofficeknewshewassoangry.A.WhereB.WhetherC.ThatD.Why63 AppendixV：POSTTESTPAPER1.Asanewgraduate,hedoesn’tknow___ittakestostartabusinesshere.A.HowB.WhatC.WhenD.Which2.Itisuncertain___sideeffectthemedicinewillbringabout,althoughabouttwothousandpatientshavetakenit.A.ThatB.WhatC.HowD.Whether3.Onereasonforherpreferenceforcitylifeis___shecanhaveeasyaccesstoplaceslikeshopsandrestaurants.A.ThatB,howC.WhatD.Why4.Beforethesalesstart,Imakealistof___mykidswillneedforthecomingseason.A.WhyB.WhatC.HowD.Which5.Wehaven’tdiscussedyet___wearegoingtoplaceournewfurniture.A.ThatB.WhichC.WhatD.Where6.Iwanttobelikedandlovedfor___Iaminside.A.WhoB.WhereC.WhatD.How7.---Haveyoufinishedthebook?---No,I’vereadupto___thechildrendiscoverthesecretcave.A.WhichB.WhatC.ThatD.Where8.___basicfirst-aidtechniqueswillhelpyourespondquicklytoemergencies.A.KnownB.HavingknownC.KnowingD.Beingknown9.Anyone,once___positiveforH7N9fluvirus,willreceivefreemedicaltreatmentfromourgovernment.A.TobetestedB.BeingtestedC.TestedD.Totest10.___intheearly20thcentury,theschoolkeepsoninspiringchildren’sloveofart.A.TofoundB.FoundingC.FoundedD.Havingfounded11.Thedriverwantedtoparkhiscarneartheroadsidebutwasaskedbythepolice___.A.NottodoB.NottoC.NotdoD.Donot64 12.Shortlyaftersufferingfromamassiveearthquakeand___toruins,thecitytookonanewlook.A.ReducingB.ReducedC.BeingreducedD.Havingreduced13.Volunteeringgivesyouachance___lives,includingyourown.A.ChangeB.ChangingC.ChangedD.Tochange14.___thecourseverydifficult,shedecidedtomovetoalowerlevel.A.FindB.FindingC.TofindD.Found15.Whenwesawtheroad___withsnow,wedecidedtospendtheholidayathome.A.BlockB.ToblockC.BlockingD.Blocked16.Thesunbegantoriseinthesky,___themountainingoldenlight.A.BathedB.BathingC.TohavebathedD.Havebathed17.Youcannotacceptanopinion___toyouunlessitisbasedonfacts.A.OfferingB.ToofferC.HavingofferedD.Offered18.Everyday___aproverbaloudseveraltimesuntilyouhaveitmemorized.A.ReadB.ReadingC.ToreadD.Reads19.___warmatnight,Iwouldfillthewoodstove,thensetmyalarmclockformidnightsoIcouldrefillit.A.StayingB.StayedC.TostayD.Stay20.If___tolookafterluggageforsomeoneelse,informthepoliceatonce.A.AskedB.ToaskC.AskingD.Havingasked21.Theroomisemptyexceptforabookshelf___inonecorner.A.StandingB.TostandC.StandsD.Stood22.Istoppedthecar___ashortbreakasIwasfeelingtired.A.TakeB.TakingC.TotakeD.Taken23.____atthecafeteriabefore,Tinadidn’twanttoeatthereagain.A.HavingeatenB.ToeatC.EatD.Eating24.___whichuniversitytoattend,thegirlaskedherteacherforadvice.A.NotknowingB.KnowingnotC.NotknownD.Knownnot65 25.Theairport___nextyearwillhelppromotetourisminthisarea.A.BeingcompletedB.TobecompletedC.CompletedD.Havingbeencompleted26.Thejudgesgavenohintofwhattheythought,soIlefttheroomreally___.A,tobeworriedB.ToworryC.HavingworriedD.Worried27.WhenIwaslittle,mymotherusedtositbymybed,__mestoriestillIfallasleep.A.HavingtoldB.TellingC.ToldD.Totell28.LaurawasawayinParisforoveraweek.Whenshegothome,therewasapileofmail___forher.A.WaitedB.TowaitC.WaitingD.Waswaiting29.Therearesomehealthproblemsthat,when__intime,canbecomeabiggeroneslateron.A.NottreatedB.NotbeingtreatedC.NottobetreatedD.Nothavingbeentreated30.Youngpeoplemayrisk___deafiftheyareexposedtoveryloudmusiceveryday.A.TogoB.TohavegoneC.GoingD.Havinggone66 AppendixVI：TheInterviewQuestions1.Doyouknowinquiry-basedteachinganddidyouapplyinquiry-basedteachingtoyourEnglishclasses?2.Whatdoyouthinklearningis?Isitstudents-centeredorteacher-centered?3.HowdoyouassigntheEnglishhomeworkforstudents?Alotofexerciseorwritingdiaryorsomethingspecialandmeaningful?4.Whatkindofteacherscanbequalifiedandexcellentteachers?5.Doyouwanttochangeyourteachingmethod,whataretheobstaclesthatwillblockyourway?6.Whetherdoyouthinktheclassroomlearningtimeisenoughornot?Howtomakefulloftheextra-curriculartimetolearnEnglish?7.Whatdoyouthinkoftheschool’senvironment?Isitconvenientandadvantageousforstudentsandteachers?67