Inquiry-Based Teaching Method and Junior High School Chinese Language and Literature Education—A Brief Analysis of Challenges in the Teaching Process and Solutions

Inquiry-based teaching and learning have gained significant attention in the education field in recent years and have been formally introduced into compulsory education classrooms in China (Zhang et al., 2005). However, its effective implementation in junior high school Chinese (language and literature) classes faces various challenges, including teaching efficiency, differences in student abilities, and the unique psychological characteristics of adolescence. To address these challenges, several strategies have been proposed and discussed, such as clarifying inquiry steps, grouping students based on their abilities, combining lectures with inquiry, integrating group and individual inquiries, and maximising the teacher's guiding role. These measures aim to facilitate the application of inquiry-based teaching in junior high school Chinese classrooms.