Thought and Interpretation of Teachers' Leading Position in Inquiry-style Chinese Classroom
Available Online June 2017.
- https://doi.org/10.2991/icmess-17.2017.149How to use a DOI?
- Inquiry-style; leading position; Chinese classroom
- 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.
- 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 -