下兩個問題:1.目前在初中英語閱讀課上應(yīng)用IBT的情況如何？2.如何利用IBT提高英語閱讀教學(xué)效果？AbstractThisstudyinvestigateshowinquiry-driveninstructionalapproachescanbeutilizedinjuniorhighschoolEnglishreadinglessonstofostergreaterstudentengagementandpromotethedevelopmentofautonomouslearningskills.ByanalyzingthecurrentproblemsinjuniorhighschoolEnglishreadinginstruction,suchasstudents'lackofinterestinreinsufficienteffectivereadingguidance,andneglectofautonomouslearning,thepaperproposesaseriesofapplicationstrategies.Theseapproachesinvolvedesigninginquiry-basedcontexts,encouragingstudentstoformulatequestions,promotingindependentproblemanalysis,fosteringteamworkforcollaborativesolutions,facilitatingresultsharinganddialogue,andguidinglearnerstoreflectonandassesstheirlearningoutcomes.Additionally,thepaperemphasizestheiinterestduringtheteachingprocessandprovidescomprehensiveguidances'sfthesestrategies,thestudyaimstoeffectKeywords:juniorhighschoolEnglish;readinginstruIContents II III I 1 2 42.1TheIntroductionofInquiry 42.1.1DefinitionofInquiry-bas 42.1.2FeaturesofInquiry-base 42.2ResearchesonInquiry-bas 5 5 6 7 7 7 8 8 1ChapterOneIntroductionimprovementofeducationalreforms,Englishteachinghasalsoadvancedaccordingly.Asawidelyusedinternationallanguage,Englishundoubtedlyplaysasigninthecurriculum,particularlyintheaspectofreading.Followingthenewcurriculumstrengtheningtheirabilstudents'abilitytoanalyze,inductandsolveproblemsinEnglishquestions.TherefteachersshouldadoptexploratoryteachinginEnglishWiththein-depthanalyarecontinuallybeingrefinedandimprenhancementofcomprehensiveabilities.Thetheoreticaladvantagesandpracticalexperienceoftheinquiry-basedofimprovementinimplementationInthecontextofdomesticjuniorhighschoolincludepolicies.Orientation,thedisadvantagesofthetraditionaldevelopmentneedsandteaching.Thetheoreticaladaptabilityofthelaw.Futresearchneedstobecombithroughimplementationobstaclesandachieveteachingre2ThroughtheimplementationofexploratoryreadinginjuniorhighschoolEnglishreadingteaching,thisarticleallowsstudentstoself-read,self-explore,cooperateandcommunicate,Inanalyzingthecombinationofinquiry-basedteachingmodelsandtraditionalteachingmethods,itiscrucialtostimulatestudents'interestandconfidenceinlearningEnglish.Amongthese,themostnotableadvantageofsuchteachingmodelsliesintheirabilitytoaddresstherigidityassociatedwithtraditionalteachingapproaches,allowingformoreeffectiveactivity-basedresearchinEnglishreadinginstruction.Atthesametime,thismodelfostersstudentengagement,providingtheoreticalreferencefortheresearchanddevelopmentofEnglishreadingpedagogy.atthesametime,improveandsupplementtherelevanttheoriesoftheacademiccommunityonthetopicofthisresearch,whichhascertaintheoreticalsignificance.IntheprocessofEnglishteaching,twopointsareparamount:first,teachingintheareaofreadingshouldbegivensignificantattention.Second,teachersplayacrucialroleinselectingteachingmethodsthataresuitableforboththemselvesandtheirstudents.Thismodelofclassroominstructionnotonlyimprovesstudents'readingperformancebutalsoenhancestheircomprehensivereadingabilitiesfrommultiplelevelsandperspectives.Traditionalreadingteachingmethodsoveremphasizetheimportanceofteachersandignorestudents'autonomyandindependence;readingteachingfocusesonknowledgeandgrammar,whichhaveacounterproductiveeffectondevelopinggoodreadinghabitsinstudents.IntheprocessofteachingEnglishreadinginjuniorhighschool,acombinationofpracticalandexploratoryreadingisaddedtoallowstudentstoreadindependently,explore,cooperateandcommunicateindependently.Thishasapositiveeffectonstimulatingstudents'motivationandinterestinlearning,improvingstudents'participationability,andstrengtheningstudents'cognitiveabilityandexploringexperience.ThisarticleconsistsoffivDesign,conclusionandStrategy.Thefirstpartistheintr3theimportanceofEnglishreadingandfurtherdiscussesthecommonissuesexicurrentjuniorhighschoolEnglishreadinginstruction,outliningthepurposeandsignificanceofthisstudy.Thesecondpartistheliteraturereview,whichintroducesthedefinitionsandunderstandingsoftheinquiry-basedteachingmodelandtheoreticalfoundations.ChapterThreeelaboratestheresemethodsandmainprocedures.First,tworesdetailsoftheresearchsubjectsareshowedandanalyzed.instruments.Atlast,tpresented.ChapterFourtalksabouttheanalysisofthecollecteddataintheexperimentaswellasthediscussionoftheresearchresults.ChapterFiveconcludesthestudybyoutliningthekeydiscoveries,offeringpracticalsuggestionsforimprovingEnglishinstruction,acknowledgingthestudy’sshortcomings,andsuggestingdirectionsforfutureresearchregardingtheintegrationofinquiry-basedapproachesintoEnglishreadingclassrooms.Thesixthpartdiscussesresearchstrategies,proposingtheintegrationofinquiry-basedapproteachingmethods.4ChapterTwoLiteratureReview2.1.1DefinitionofIInquiry-basedteachingisateachingmethodbasedonsexplorationandproblem-solinquiryandinnovativethinking,ininquiexplorebyprovidingcorrespondingproblemsituations.Teacherscarquestionssothatstudentscanobservation,experiment,research,etc.,andactivelyparticipateintheproblem-solvingprocess.Studentscanusetheirownknowledgeandtoothinking.Studentscanalsostudentscangetmoreinspirastudents,andimprovetheeffectivenessofproblemsolvingandlearning.2.1.2FeaturesofInquiry-basedTeachingInthetraditionalteachingmodteaching,andthestudentisusuallyjustapassivereceiverofknowledgeinthelearningprocess,andHowever,theopenteachingenv5problemsandfindwaystosolveproblems.Bygivingstteachingmodelenablesthemtoindependentlydecidethedirectionandwayofexploration,andgivefullplaytotheircreativityAutonomyisanimportantfeatureofinquiry-basedteaching.Itmeansthstudentscantaketheinitiativetochooselearningdecision-makingpower.Inquiringteachingemphasizesthemandguidesthemtoindependentlychooselearningcontentandeprocesscanmakestudentsfeelthefunandimportanceoflearning,thetheirstronginterestinlearningandinnermotivation.Ininquiry-studentsfacecomplexphysicalproblems,theyoftenneedtochoosefreedomofchoiceenablesthemtousetheirexistingknewsolutionswhenfacingproblems,whichstimulatestheircreativity.Theconceptofinquiry-basedteachingoriginatedearlierinforeigncountries,withitsrootstraceabletothe"artofchildbirth"bytheGreekphilosopherSocrates.Thismethod,knownas"inducedlabor,"involvesencouragingstudentstothinkcriticallyandderiveconclusionsthroughquestioning,aligningcloselywiththeprinciplesofinquiry-basedlearning.Salifu.Ralearning,emphasizingtheprocessofexploringleofcontinuousinnovation.Thecurriculumreformofmanycountriesinthewo6Statesbothstronglyadvocateinquiry-basedtefromthereformofdomesticFamilyinquiry-basedteachingtakesconstructivismtheorandpracticaloperationithinkingandinnovationabilitythroughtheintegrationoffamilyandschoolresou explorationtothehomescenethroughthe"hcombinedwiththedesignexperimentsofdailynecessities(suchastheuseofstraws,mineralwaterbottles,etc.)toverifyChapterThreeResearchDesignToprovideaclearerunderstandingofthisstudy,thischapteroutlinestheresearchmethodology,whichincludestheresearchquestions,participants,andtoolsused.Specifically,itdetailstheuseofquestionnaires,classroomobservations,andinterviewsaskeymethodsinthisinvestigation.ThisarticlewillexploretheapplicationofexploratoryteachingmethodsintheEnglishreadingclassroomatthejuniorhighschoollevel.Theanalysiscentersaroundthefollowingtworesearchquestions:1.WhatisthecurrentsituationoftheapplicationofIBTinjuniormiddleschoolEnglishreadingclasses?2.HowtouseIBTtoimprovetheeffectofEnglishreadingteaching?ToexaminethecurrentstatusandchallengesinapplyingIBTinjuniorhighschoolEnglishreadingclasses,thisstudyinvolves500studentsand60teachersfromsixschoolsinXinxiang,includingtwoprovincialmodelschools,twomunicipalmodelschools,andtworegularjuniorhighschools.Thereasonswhytheauthorchoosesthemastheresearchsubjectsareasfollows.First,theyareallabout14or15yearsold,whichmeanstheyhavesimilarcognitivelevel.Secondly,theyallstartedtolearnEnglishwhentheywereinGrade3.TheylearnEnglishwiththesametextbook.Moststudentshaveasimilarknowledgelevel.Next,30Englishlessonsfromthe60teachersacrossthesixschoolsareselectedforobservationtoassesstheimplementationofIBTinjuniorhighschoolEnglishreadingclasses.Inthefinalstage,in-depthinterviewsareconductedwith6teachersand12students.Thesestudentsparticipatedinafour-monthexperiment.theauthorandthestudentsparticipateandcooperatetoapplytheInquiry-basedteachingmethodtotheEnglishreadingduringthefourmonths.ToexplorethecurrentstateandchallengesofIBTapplicationinjuniorhighschoolEnglishreadinglessons,thisstudyprimarilyutilizesthreemethods:surveys,classroomobservations,andinterviews.Thesurveysandobservationsaimtoidentifyexistingissues,whiletheinterviewsservetoaddressthelimitationsoftheothertwomethods.ThisstudyusesaquestionnairetogatherprimarydataontheuseofIBTinsixjuniorhighschoolsinXinxiang(includingtwoprovincialmodelschools,twomunicipalmodelschools,andtworegularschools).TheaimistoassessthecurrentpracticesandchallengesinapplyingIBTtoEnglishreadingclasses,ensuringtheeffectivenessoftheinvestigation.Duetothevarietyofclasslevelsandstudentabilitiesacrossdifferentgradesinthesurveyedschools,500studentsfromGrades1to3wererandomlyselectedforthequestionnaire.Toensureunbiasedresults,teachersinstructedstudentstokeepresponsesconfidentialandavoidoverthinking.Atotalof500questionnairesweredistributed,with475returned,ofwhich460werevalid,yieldinganeffectiverateof93%.Alignedwiththeobjectivesofthisstudyandgroundedinconstructivistandhumanistictheories,thequestionnaireconsistsof16questions.Thesequestionsaddressfourkeyaspectsoftheclassroom:studentlearning,teacherinstruction,classroomculture,andthetextbook.Whilethesecomponentsareinterrelatedandcannotbeentirelyisolated,theyaredividedforclarityinthequestionnaire,allowingacomprehensiveassessmentofthecurrentstateofjuniorhighschoolreadingclassesacrossthesefourareas.Studentlearningiscategorizedintothreestages:pre-readingpreparation,activeparticipationandcollaborationinclass,andpost-classhomeworkcompletion.Teacherinstructionisdividedintofivekeyareas:identifyingteachingpriorities,selectingappropriatemethods,guidingthelearningprocess,andevaluatingstudents.Thiscanbeassessedfromtwoperspectives:classroomenvironmentandteacher-studentinteraction.Finally,thequestionnaireisdesignedtogainaninitialunderstandingofthestudents'readingmaterialsbasedonthetextbookcontent.Theresearchdesignnecessitatesthecollectionofaccurateclassroomrecords,enablingtheauthortoobserverealIBTEnglishreadinglessons.Byanalyzingauthentic,first-handteachingfootagethroughrepeatedobservations,theresearchergainsaclearunderstandingofthecurrentstateofIBTinjuniorhighschoolEnglishclasses.ThisprocessprovidesvaluableinsightsandestablishesasolidfoundationforidentifyingexistingchallengesintheimplementationofIBT.Foroverfourmonths,theauthordirectlyobservestheimplementationofIBTinEnglishreadingclassesacrosssixjuniorhighschools.Atotalof30lessonsfrom60teachersareselectedforobservation,providinginsightsintothecurrentpracticesandchallengesofIBTintheseclassrooms.Throughoutthestudy,classroomobservationsareconductedtocomparepre-andpost-investigationactivities.TheseincludestudentengagementinIBT,teacher-studentandgroupinteractions,activeindividualinquiries,responsestoinquiryquestions,student-to-studentinquiries,thefrequencyofteacher-studentone-on-onediscussions,andinstanceswherestudentsstruggletoanswerquestionsoractivelyengageindiscussionsaftergroupactivities.TogainadeeperinsightintotheuseofIBTinjuniorhighschoolandenhancethevalidityandgeneralizabilityofthestudy,interviewsareconductedtogatherperspectivesfrombothstudentsandteachersregardingtheapplicationofIBTinEnglishreadingclasses.SixEnglishteachersfromvariousgradelevelsinsixjuniorhighschoolswererandomlyselectedforin-depthinterviews,conductedbothduringandafterclass.Toensurethereliabilityandauthenticityofthestudy,eachinterviewwasheldinaquietandcomfortablesetting.Theinterviewisconductedinafreeformat.Beforehand,theauthorexplainsthepurposeoftheinterviewtobothstudentsandteachers.Duringtheinterview,responsesarecarefullyrecorded.Theprimarygoalistogaininsightintoteachers'viewsonIBT,theirteachingphilosophiesandmethods,andthecurrentchallengesandissuesinimplementingIBTinjuniorhighschoolEnglishreadingclasses.Togaindeeperinsightsintotheresponsesfromthequestionnaireandavoidoversimplifieddata,theauthorconductsinterviewswith12studentsfromvariousgradesandabilitylevels,withtheassistanceoftheirteachers.Throughdirectinteractionwiththestudents,theauthorcollectsmorecomprehensive,objective,anddetailedresearchdata.TeacherInterviewOutline:6open-endedquestions,includingteachingstrategyadjustment,classroomobservationrecords,etcStudentFocusGroups:4peoplepergrouptodiscuss"favoriteclassactivities".ChapterFourResultsAndDiscussion4.1AnalysisoftheQuestionnaireFigure4-1Teachers’UtilizationRateofIBTinEnglishReadingTeachingFigure4-2TheEffectofTeachers’ApplicationofIBTinEnglishReadingTeachingFigure4-3Students’LearningInterestinEnglishReadingClassesFigure4-4Students’LearningEffectinEnglishReadingClassesFigure4-5Students’HomeworkinEnglishReadingClasses4.2AnalysisoftheClassroomObservationTable4-1TheFrequencyoftheTeachers’UsingIBTinClassNumberTheNumberofTeacherswhoUseIBTProvincialmodeljuniormiddleschool54Municipalmodeljuniormiddleschool86Ordinaryjuniormiddleschool7575Figure4-6TheFrequencyofStudents’AnswersTable4-2TheAccuracyofStudents’AnswersbeforeThenumberoftimestheteacheraskquestionsThenumberoftimesstudentswhotaketheinitiativetoanswerquestionsThecorrectnumberoftimesstudentswhotaketheinitiativetoanswerquestionsThenumberoftimesstudentswhoanswerquestionspassively98Thecorrectnumberoftimesstudentswhoanswerquestionspassively654.3AnalysisoftheInterviewChapterFiveConclusionApplyinginquiry-basedteachingmethodstomiddleschoolEnglishreadinginstructionhasmultipleimportantaspectsandstudyistobreakfreefromtheconstraintsoftradiryroletothefullestextent,makingtfscenariosbasedonthecharacteristicsofthetext,encouragingstudentstothinkimplicationsofthetecollaborationexplorationmethodsareoftenused,enablingstwithintheirgroups,dividetaskstofindmaterials,andworktogethertosolbutalsobroadenstheirperspectivesmoreproactive.Additionally,students'performanceinvariousreadingtestshasnoticeablyimprovedintheabilitytoexpresstheteachingqualityandenhancingstupractical,andapplicablemethoBibliography[1]PazosQ.C.M.(2025).Inquiry-basedscienceteachinginPeru:[2]AidooB.(2024).Areflectivestudyonadoptinginquiry-basedscienceteachingmethods[J].DisciplinaryandInterdisciplinaryScienceEducationResearch(1):29-[3]MohammedMS,LuguterahWA.(2024).Explorationofscienceteachingsecyoutsideprofessionaldevelopmentcontextforinquiry-basedteaching[J].Cogen[4]王芳.(2024).活動教學(xué)法在初中英語閱讀課堂中的價值及應(yīng)用[J].新智慧.[5]魏冉琪.(2024).探究式教學(xué)法在初中英語閱讀教學(xué)中的應(yīng)用研究[D].河南:河南大學(xué).[6]李丹.(2023).問題式教學(xué)法在初中英語閱讀教學(xué)中的應(yīng)用研究[D].延安:延安大學(xué).[7]陳晨.(2022).探究式教學(xué)法在初中英語閱讀教學(xué)中的應(yīng)用研究[D].青海:青海師范大學(xué).[8]李佳芮.(2021).問題式教學(xué)法在初中英語閱讀教學(xué)中的應(yīng)用研究[D].山西:[10]張英娣.(2021).探究式教學(xué)法在初中英語閱讀課堂中的運用研究[J].新課合肥師范學(xué)院.海師范大學(xué).[14]楊光.(2024).探究式教學(xué)法在研究