Proceedings of the 2017 International Conference on Management, Education and Social Science (ICMESS 2017)

Thought and Interpretation of Teachers' Leading Position in Inquiry-style Chinese Classroom

Authors
Yan Han
Corresponding Author
Yan Han
Available Online June 2017.
DOI
https://doi.org/10.2991/icmess-17.2017.149How to use a DOI?
Keywords
Inquiry-style; leading position; Chinese classroom
Abstract
The root of the problems in "Inquiry -style" Chinese classroom mainly is the lack of teachers' leading position. To solve the problem, teachers should change teaching concept, define proper roles, and improve teaching ability. Inquiry-style class should fully demonstrate the leading position of teachers. And it is not a real inquiry-style classroom if it is lack of the teacher. At the same time, inquiry-style classroom also requires teachers not only to have enough knowledge reserves and flexible adaptability, but also to change the concept of teaching, and regard training students' thinking as an important task. In the specific teaching practice, teachers should base on the text, and then intervene and participate in the students' inquiry. In the process of teaching, teachers should teach students how to explore problems, and then help students turn it into learning ability.
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Proceedings
2017 International Conference on Management, Education and Social Science (ICMESS 2017)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
June 2017
ISBN
978-94-6252-348-7
ISSN
2352-5398
DOI
https://doi.org/10.2991/icmess-17.2017.149How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Yan Han
PY  - 2017/06
DA  - 2017/06
TI  - Thought and Interpretation of Teachers' Leading Position in Inquiry-style Chinese Classroom
BT  - 2017 International Conference on Management, Education and Social Science (ICMESS 2017)
PB  - Atlantis Press
SP  - 631
EP  - 634
SN  - 2352-5398
UR  - https://doi.org/10.2991/icmess-17.2017.149
DO  - https://doi.org/10.2991/icmess-17.2017.149
ID  - Han2017/06
ER  -