The Effect of Inquiry-Based Learning Strategy on EFL Tenth-Grade Students’ Reading Comprehension

This study examined the potential effect of Inquiry-Based Learning Strategy(IBL)on the tenth-grade students’reading comprehension.Two groups and a quasi-experimental design were used.Two complete sections of grade 10 students from a public Secondary School for Girls in Irbid was randomly assigned by the researcher.The experimental group of 30 students was chosen first,and then the control group of 30 students.A pre-post reading comprehension test was designed before and after the study in order to fulfill its goals.Additionally,the experimental group was taught using the IBL strategy,whereas the control group was taught using the traditional teaching methods recommended in the tenth-grade Teacher’s Book.According to the findings,there were significant statistical differences favoring the experimental group over the control group.In light of the findings,the researcher recommended employing the IBL strategy to students with various levels and EFL skills.

Development of Inquiry-Based Learning Tourism Products in Binzhou from the Perspective of Tourism Resources

Under the macro-background of “all-for-one” tourism,this study analyzes the related concepts and characteristics of inquiry-based learning tourism to understand the significance and role of developing inquiry-based learning tourism in China.With Binzhou as the object of study,this study also explores the development of inquiry-based learning tourism products from the aspects of the product development idea,level,framework and marketing,with a view to providing references for implementing inquiry-based learning tourism activities in other regions.

Teaching Pre-experience Learners in the Integrated Business English Class

Differences on teaching goals between general English and business English are obvious to teachers. However, experi-ence gap commonly found among pre-experience business English learners may prevent them from understanding their specific needs of learning business English, hence resulting in the fallback on learning general English. This gap may also lead to their diffi-culties in understanding complex business concepts. This article analyzes the characteristics of pre-experience learners and elabo-rates on potential benefits of"guest speakers"which can be introduced into classes to help students narrow the experience gap.

融合微课与IBL的《运筹学》课程教学实践研究

该文介绍将微课结合IBL (Inquiry-Based Learning)用于运筹学课程的教学实践。通过微课学习是一种重要的途径被广泛使用,系统深入学习一门课程只有微课是不够的。结合微课开展IBL教学法用于课堂教学,能够弥补微课的不足,对于培养学生自主学习、自主思考、团队合作和表达能力具有积极的促进作用,从而达到提高教学质量的目的。

Inquiry-Based Learning in China:Do Teachers Practice What They Preach,and Why?

China is undergoing an education reform that calls for a change from a rigid,fixed curriculum and didactic pedagogy to a more flexible,school-based curriculum and more inquiry-based pedagogy.This study investigated the extent to which Chinese middle and high school teachers(a)endorse an inquiry-based approach and underlying learning principles,(b)practice this mode of teaching,and(c)believe that the approach is practically viable in the current educational contexts in China.A structured survey was developed to solicit Chinese teachers’responses to the above three issues.A total of 582 valid responses were collected,representing middle and high schools in different geographic locations.The results show that Chinese teachers are receptive to inquiry-based pedagogy but find practical constraints in fully implementing it.Several cultural and pragmatic reasons are explored.Policy implications are discussed with respect to teacher education/development,capacity building for the new pedagogy,and teaching/evaluation alignment.Finally cultural issues are discussed regarding using inquiry-based learning to enhance critical thinking and nurture independent thinkers.

IBL教学法在线性代数课程教学中的应用实践

该文介绍了IBL(Inquiry-Based Learning)的发展和应用情况,并总结以IBL为基础的课程教学在课程设计方面所涉及的主要工作,通过线性代数课程的教学实践,说明基于IBL教学法对培养学生的自主学习能力、独立思考能力、表达能力和创造能力的积极作用。

Improving Performance and Enhancing Introductory Statistics Using Projects

Introductory Statistics is a course taught in various community colleges, state colleges, and universities. Implementation of projects in this course has been shown to enhance students’ learning;in addition to increasing the ability of educators to assess students’ learning outcomes in detail. These projects are often inquiry-based and require a balance between flexibility and efficiency. Maintaining balance has provided the students’ opportunities through exploration and learner autonomy. In exploration, a student seeks new methods and options through experimenting. In this paper, we will discuss the benefits of exploration required by projects given in an introductory statistics course. The details of five different projects discussed in this paper—illustrate the practical influence that they could have on higher statistics courses.

Promoting Language Learner Autonomy in the New Era: Empirical and Theoretical Summary Based on the Online Chinese Teaching Experience

This article centers on factors that may affect language learners’autonomy in face of the challenges and the potential opportunities in the new era of post pandemic.It is of great significance to shed light on empirical approaches that serve to support teachers and learners to seek for multi-dimensional strategies on enhancing the learner autonomy where remote and virtual learning has been indispensable for both learners and teachers worldwide.It has become our consistent motive and responsibility to effectively address language learners’academic goals as well as their personal development in a more inclusive and collaborative learning community.

Relationship between Science Teaching Practices and Students’Achievement in Singapore,Chinese Taipei,and the US:An Analysis Using TIMSS 2011 Data

The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries.However,the empirical relationship between these two kinds of science teaching and student science performance is not soundly established,which is worth a careful examination.Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy,using a two-level hierarchical linear modeling(HLM)approach and simultaneous multiple regression,this study examines the above relationship using the Trends in International Mathematics and Science Study(TIMSS)20118th grade dataset from Singapore,Chinese Taipei,and the US.The study found that for the low-performing students,none of the inquiry-based teaching practice items measured had a significant relationship with the science achievements at any performance levels of students in any country/region except for the case of two inquiry-based teaching practice items that were positively related to Chinese Taipei students’achievements.No didactic teaching practice items were associated with the Singapore students’science achievement,three of these practice items were found negatively related to Chinese Taipei students’science achievement,and one traditional didactic teaching practice was negatively related to the science achievement of U.S.students.However,for medium-and high-performing students,none of these inquiry-based or traditional didactic science-teaching practices were found to be positive predictors of science performance in all three countries/regions.However,in the case of Chinese Taipei,one didactic teaching practice item was negatively related with the medium level performing students’achievement and two didactic teaching practices were found to hinder high-performing students’science achievements.

Integrating Appreciative Inquiry （AI） into architectural pedagogy： An assessment experiment of three retrofitted buildings in the city of Glasgow

Recently there has been a growing trend to encourage learning outside the classrooms, socalled ＇universities without walls.＇ To this end, mechanisms for learning beyond the boundaries of classroom settings can provide enhanced and challenging learning opportunities. This paper introduces Appreciative Inquiry （AI） as a mechanism that integrates various forms of inquiry into learning. AI is operationalized as a Walking Tour assessment project which was introduced as part of the class Cultural end Beheviourel Fectors in Architecture and Urbanism delivered at the Department of Architecture, University of Strathclyde - Glasgow where thirty-two Master of Architecture students were enrolled. The Walking Tour assessment involved the exploration of 6 factors that delineate key design characteristics in three retrofitted buildings in Glasgow： Theatre Royal, Reid Building, and The Lighthouse. Working in groups, students assessed factors that included context, massing, interface, wayfinding, socio-spatial, and comfort. Findings reveal that students were able to focus on critical issues that go beyond those adopted in traditional teaching practices while accentuating the value of introducing AI and utilizing the built environment as an educational medium. Conclusions are drawn to emphasize the need for structured learning experiences that enable making judgments about building qualities while effectively interrogating various characteristics.