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uiry  Teaching  cognitive  psychology  curriculum  and  treated  it  as  the  basic course  for study. In the  field about  medicine,  Houlden et al. (2004) adopted Inquiry teaching  in the medical course to figure out students‘ understanding of the importance of the program and to study the effects of this kind of teaching mode on students‘ determination when they started a job-choosing. Rangachari (2006) applied Inquiry Teaching in the sophomore year on the course called  ―Social  Life of Scientific Knowledge.  By  means of comparing with the traditional method, researchers have noticed that some advantages of Inquiry Teaching over the traditional one and Inquiry Teaching can somehow contribute to improving students‘ academic scores. 
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Chapter III Theoretical Basis ....... 20 
3.1 Constructivism .......... 20 
3.2 Hu manis m......... 24 
Chapter IV Research Design........ 26 
4.1 Research Questions .... 26 
4.2 Subjects ..... 26 
4.3 Research Methodology ...... 27 
4.4 Experiment Procedure  ....... 28 
4.5 Principles of the Teaching Design ...... 30 
Chapter V Data Analysis and Discussion...... 35 
5.1. Analysis of Questionnaire Survey...... 35 
5.2 Analysis of Tests........ 37 
5.3 Analysis of the Interview .... 39 
5.4 Analysis of the Observation ....... 41 
5.5 Discussion ........ 41  

Chapter VI Conclusion and Pedagogical Implications

6.1 Research Findings 
College  English classroom should provide the students  not only the book knowledge, but also a kind of  learning ability. In this study, through the teacher‘s guidance to college students, and the exploring of the knowledge, we obtained the following findings:     
(1)  The  inquiry  teaching  method  based  on  constructivism  in  college  English  teaching  can help  teachers  understand  better  and  think  more  effective  of  their  teaching  strategies  in  the teaching process.  To a certain extent,  it  is effective to  improve  the teaching quality.  It  is  good for a teacher‘s future development.     

(2) The analysis of the questionnaires and interview shows that  inquiry teaching method not only gives impact on students‘ classroom learning, it can also affect their thinking ability and attitude  towards  problems  in  daily  life.  This  teaching  mode  fully  mobilizes  the  enthusiasm  of students and reflects the dominant position of the students. With the teacher as a guide, students can analyze and solve problems step by step. They learn ―how to learn, no longer ―in order to learn. Learning has become a habit. What‘s more, students become the masters of learning in the classroom and that has change the original dull atmosphere in the classroom. 

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conclusion

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