Reform and Innovation of Teaching Methods in Chinese University Education: A Questionnaire Survey of Inquiry Teaching Model Based on Microeconomics*

By Zheng, Lingyan; Wang, Haohan et al. | Kuram ve Uygulamada Egitim Bilimleri, October 2018 | Go to article overview

Reform and Innovation of Teaching Methods in Chinese University Education: A Questionnaire Survey of Inquiry Teaching Model Based on Microeconomics*


Zheng, Lingyan, Wang, Haohan, Lv, Fan, Kuram ve Uygulamada Egitim Bilimleri


"Microeconomics" is a core course of business majors in China. As an external course, its own characteristics and the trend of economic globalization determine the importance of its use of English teaching, Therefore, it is far-reaching significance to adopt a full-English teaching method for courses with such international characteristics as microeconomics. Because microeconomics originated in the West, many British and American scholars have made great contributions in this field, and formed the research results written in English. The teaching in the original language is closer to the expression of the original author, and can maximize the connotation of related works. students learn knowledge in a full English environment (Tang, 2018). Through teaching in English, students learn to understand and think about problems in English, gain professional knowledge, and enable students to maximize their subjective initiative. Behind the original expression, you can understand and understand the Western people's thinking habits, ideological essence, cultural characteristics and strategic preferences, so that they can truly know themselves and cooperate with each other in international competition and cooperation, and have an "international strategic mind" (Gu, 2016). Its should be said that teaching in English is not only the teaching of microeconomics expertise, but also the expression and communication of English functional language.

In traditional teaching, overemphasizing the transfer of knowledge and the way students acquire knowledge and the enthusiasm and initiative of students' learning are neglected (Song, 2018). In the classroom, students lost their status as masters of learning and lost many opportunities to develop and improve their abilities. The so-called inquiry-based teaching means that Under the guidance of the teacher's inspiration, With the students' independent learning and cooperation discussion as the premise ,the existing materials as the basic research, Based on the world around the students and the reality of life, The teaching process provides students with the opportunity to fully express, question, explore, and discuss problems freely, allowing students to try their activities through individual, group, and group solutions, and apply their knowledge to solve practical problems. According to the four elements of inquiry-based teaching, namely, "problem guidance, multi-dimensional interaction, independent participation, scientific evaluation" The teaching of "Microeconomics" in English is intended to break through the traditional teaching and teaching methods, to provide targeted guidance based on the characteristics and practical goals of different organizational forms and cultivate comprehensive talents for comprehensive development.

Inquiry teaching can be traced back to the early 20th century. The first person to advocate and experiment in inquiry learning is Dewey. Dewey reckons that "education is not a matter of 'telling' and being told, It is an active and constructive process." Dewey (1997) and emphasizes child-centered and organizes teaching activities based on children's interests and attention. This teaching model with inquiry thinking has had a profound impact on American science education, and laid the foundation for inquiry learning. In the modernization movement of science education in the West in the late 1950s, American science educator Schwab believes that the original curriculum development, implementation, evaluation is very general, universal, too general, not targeted, personalized, lack of attention to specific educational scenarios. The root of the revitalization of the curriculum is shifting from the original theoretical pursuit to the practical model (Schwab & Harper, 1969), In order to establish inquiry teaching as the cognition and methodology of science education. In-depth study of the process model and educational thoughts of inquiry teaching principles has laid a solid theoretical foundation for the development of inquiry teaching. …

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