An Empirical Research Of Experiential Teaching Methodology On Senior Middle School English Reading Teaching

The English Curriculum Standard for Senior High Schools(2020 Revision)requires English teachers to improve students’ English learning abilities and requires them to help students develop good learning habits and optimistic learning attitudes in teaching processes.In the guide of New Curriculum Standard,English teachers in senior middle school should focus on students center teaching.In the process of teaching,teachers should possibly create a real teaching environment according to students’ interest and needs,and constantly encourage students to actively learn English in practical activities,to improve students’ learning abilities and cultivate students’ positive learning attitudes.In the process of exploring English teaching methods,the author finds that the Experiential Teaching Methodology can better meet requirements of English curriculum standard.The Experiential Teaching Methodology requires teachers to create a real language environment for students according to the teaching aims and students’ interest.In the process of experiential teaching,students actively participate in various experiential activities.Therefore,experiential teaching helps students to form an overall perception to classroom English teaching activities and greatly stimulates students’ learning interest,as well as improves students’ initiative in learning English.Based on the current situation of English reading teaching in senior middle school and needs of English teaching reform,the author puts forward the implementation of the Experiential Teaching Methodology in English reading teaching in senior middle school and carries out corresponding experimental research.The purpose of this experiment is to answer the following two questions:1.What impacts does the Experiential Teaching Methodology have on senior middle school students’ reading abilities?2.To what degree does the Experiential Teaching Methodology have impacts on senior middle school students’ reading achievements?The subjects of this research are from two parallel classes of senior grade one in Jiaocheng middle school in Luliang.Qualitative and quantitative methods are applied to the research.Before the experiment,the author hands out the pre-questionnaire and the pre-test,showing that there are no significant differences in reading abilities and reading achievements between the two classes.During the four-month experiment,the Experiential Teaching Methodology is used in the experimental class and the traditional teaching method is in the control class.After the experiment,the author respectively conducts a post-questionnaire and a post-test in the two classes.At the same time,interviews are conducted in the experimental class to further explore the students’ opinions to the Experiential Teaching Methodology.The results show that the Experiential Teaching Methodology plays an obvious positive role in improving students’ English reading abilities.In addition,by analyzing the pre-test and post-test data of the two classes,the author finds that the Experiential Teaching Methodology can improve students’ English reading achievements to a great extent.This also confirms the applicability and effectiveness of experiential teaching methodology in English reading teaching in senior middle school.Based on exploring implementation of the Experiential Teaching Methodology,the author also provides some enlightenment on how to effectively carry out English reading teaching.