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pter  is  divided  into  the  following  parts:  the  research-based  learning,  theoretical  foundation,  studies  on  grammar  teaching,  the   application of the research-based learning to English grammar teaching, simple statements on interest and autonomous learning ability and summary. 

2.1 Research-based learning
This  part  covers  the  definitions,  characteristics  of  the  research-based  learning  as  well as studies on the research-based learning abroad and at home. The  research-based  learning  has  been  put  forward  for  many  years,  which  means exploring  knowledge  by  using  the  similar  processes,  methods  and  forms  as  used  in scientific research. Scholars give different definitions to it from different aspects. It is often called  inquiry-based  learning  or  enquiry-based  learning  abroad.  However,  it  is  known  as the research-based learning at home. Whatever the names, they own the common essential features. Bransford  and  Stein  (1984)  made  a  statement  about  inquiry-based  learning. Inquiry-based  learning  is  a  kind  of  learning  activity.  During  the  learning  procedure, students  inquire  into  one  or  more  questions,  then,  do  some  preparations,  including  the design  of  study,  data  collection,  data  analysis,  evidence  construction.  Finally,  they  get conclusion from evidence.  The National Science Foundation (2008) defines inquiry as a learning approach, which involves  a  process  of  exploring  the  natural  or  material  world.  The  researchers  get  new understanding through asking questions and making discoveries.  
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2.2 Theoretical foundation 
The  constructivism  and  humanism  are  two  fundamental  theories  to  support  the research-based learning. They will be shown clearly as follows.Constructivism is viewed as a branch of cognitive psychology, which has great impact on  education  abroad  and  at  home.  Sabelli  (2008)  defines  constructivism  that  learning  is  a reconstruction  process  rather  than  as  a  transmission  of  knowledge  mechanically.  Then knowledge can be acquired effectively when the learner experiences an activity personally and  learn  to  apply  it  to  meaningful  practices.  Williams  and  Burden  (2000)  put  forward constructivist  model  in  which  the  relation  between  teaching  and  learning  is  presented clearly. The model is shown as in Figure 2.1. According to the constructivist view of learning, learning is not a simple transition of knowledge  from  teachers  to &n本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。