The Misunderstanding About Inquiry Teaching in High Education in China

Jinlong ZHANG, Boqin LIAO


Inquiry teaching has got great development and achieved remarkable results in China, but the problems still exist in the teaching practice of primary education. This paper analyzes the formal problem of inquiry teaching, pointed out that there are four misunderstanding about inquiry teaching: Firstly, inquiry teaching is experimental course; Secondly, inquiry teaching has curing routines; Thirdly, inquiry teaching can replace the other teaching methods; Fourthly, inquiry teaching is not conducive to improve test scores. The misunderstanding of inquiry teaching affected teaching effect. Based on the above analysis, this paper try to explores the main cause of inquiry teaching formal problems from the subjective perspective, in order to seek the way to overcome the formal problems of inquiry teaching.


Inquiry Teaching; Misunderstanding; Formalization

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