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foreign researches is too broadand lack of professional uniqueness. The topic of ordinary teacher’s teaching ability still needsmore comprehensive and more in-depth research.In terms of the self-inquiry theory, historically, the self-inquiry thought has been massivelyadvocated at least three times in the West. It is still the mainstream thought in the current. Theearliest one was in the late 18th and early 19th century in Europe, and the representatives wereRousseau and Pestalozzi. Under the influence of the Enlightenment, it advocated the students totake the initiative to explore the world. In the first half of the 19th century, the German educatorDiesterweg’s concept of education had a close relationship with the self-inquiry thought, in hiseducation of the popular school which he takes up, Diesterweg (Yuan Yian, 2001) consistentlyholds on such educational ideology: ”all the people are originally equal and educable”,Diesterweg (Yuan Yian, 2001) said: 'Education is not the art of communication skills, but toinspire, awaken and inspire students in a teaching art.';
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Chapter Three Theoretical Framework......11
3.1 Constructivism.........12
3.1.1 Learning Theory.......... 12
3.1.2 Teaching Theory..........12
3.1.3 Teaching Mode..... 14
3.2 Humanism.........15
3.2.1 Introduction.......... 15
3.2.2 Humanistic Outlook on Teaching.....15
Chapter Four Research Methodology........18
4.1 Research Questions.........18
4.2 Participants....... 18
4.3 Methodology.....19
4.3.1 Questionnaires......19
4.3.2 Interviews...... 19
4.4 Data Collection........20
4.5 DataAnalysis....21
Chapter Five Results and Discussion........ 22
5.1 Questionnaire....22
5.2 Interview....38

Chapter Six Implications and Suggestions

6.1 Implications

There are four implications for improving the interns’ four self - inquiry teaching abilities(contents selection ability, teaching design ability, implementation ability and reflective thinkingability).For improving the interns’ self - inquiry teaching contents selection ability, throughobservations based on the questionnaire survey, interview records and class listening for internsconducted to various related groups, multiple issues have been exposed. Among them, theinsufficient English discipline knowledge and skill reserves are the major bottlenecks.Knowledge and skills on English discipline include language knowledge (phonetics, grammarvocabulary, rhetoric etc.), ability in listening, speaking, reading, writing and translating,linguistic knowledge, literature knowledge, learning background knowledge etc. These abilitiesare closely related with the teaching contents selection ability under self-inquiry teaching mode.They are both complementary to each other and constraint to each other. Therefore, the lack ofEnglish discipline knowledge and skill reserves have directly led to the mono teaching contentsselection ability, which is only able to reach the level to find out necessary learning points.

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conclusion

The paper answered two questions as follows:Firstly, the current situation of self-inquiry teaching abilities of English normal majors invocational college.According to the investigation and the study, the Status Quo of the interns’ self-inquiryteaching abilities is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。