Application Of Experiential Learning Cycle In Junior High School English Vocabulary Teaching ——A Perspective Of Educational Ecology

Vocabulary is the basis and guarantee of mastering other language skills in English learning.Compared with the requirements of Compulsory Education English Curriculum Standards on students’ vocabulary ability and the cultivation of students’ preliminary comprehensive language ability,there is a current situation of vocabulary teaching and learning that emphasizes memory,but ignores methods and applications.With the deepening of curriculum reform and the development of ecological theory of education,the student-centered teaching model has become a hot topic.Education ecology under the perspective of experiential learning circle emphasizes class activities should be based on the experience for students in the context of a more authentic language center,with the benign interaction and cooperation between the students and teachers in the process of students’ vocabulary and limit factors of processing,to improve students’ interest in learning vocabulary and engagement,promote vocabulary practical application ability raise.Based on the constructivism theory and educational ecology,this study adopts quantitative methods and takes 100 students from two classes of grade 8 of junior high school in Bao Chang No.2 Middle Schoo as research subjects.Three research tools,questionnaire,test and interview,are used to collect,organize and analyze the data,aiming to answer the following three research questions: 1)Can experiential learning cycle increase students’ interest in vocabulary learning in junior high school?If so,in what way? 2)Can experiential learning cycle improve students’ vocabulary learning proficiency in junior high school? On what aspects does the experiential learning cycle improve the students’ vocabulary learning proficiency?Through the research,the following conclusions are drawn: experiential learning cycle improves the students’ interest in English vocabulary learning by creating a situation in class,improving students’ participation and paying attention to students’ experience,and optimizing the classroom environment by combining the four elements of ecology of education;After the experiential learning cycle teaching,the average score of English vocabulary test of the experimental class was significantly improved compared with that before the experiment,which proves that experiential learning cycle teaching can improve the English vocabulary learning level of junior middle school students.Through further analysis of the results of the two tests,it can be concluded that the experiential learning cycle not only helps to increase students’ passive vocabulary,but also helps students improve their practical ability of vocabulary application,that is,active vocabulary.However,there are still some shortcomings in this study.There are some limitations in data collection and sample selection.The number of experimental samples is small and the experiment time is short.It is hoped that the follow-up research can expand the number of samples,prolong the experiment time,and study and apply the vocabulary learning mechanism of junior high school students,so as to constantly optimize the vocabulary teaching in junior high school.