On The Application Of Experiential Teaching Mode To High School English Teaching Under The New Curriculum Standards

At present in the new round of the basic education curriculum reform, experiential teaching mode as an advanced education and teaching idea has received increasing attention. Although in recent years, a number of high school teachers have been doing substantial research and exploration on the theory, but in practice, the study is far from enough especially as to how the theory can be applied to experiential English teaching in high schools. For the first-line high school English teachers, due to the shackles of traditional teaching ideology, few of them can grasp the core of experiential teaching. Although there have been trials and experiments, most of which are superficial and a mere formality. As to the aims, steps, teaching strategies, designing of experiments and learning strategies of experiential teaching are often overlooked.This study aims at the exploration of the application of experiential teaching approach to high school English classroom against the background of a new curriculum reform. We have made some preliminary thinking about how to improve high school English teaching with the aid of experiential teaching approach. This research is based on both the theoretical research and empirical analysis as well as the author's own high school English teaching experience.This paper starts with the literary survey. After analyzing the current teaching conditions of English teaching in high schools in our country, we have shown the feasibility of the application of experiential teaching approach to senior high school English classrooms. Then, the five types of feasible teaching strategies—to trigger students to experience what they learn by stimulating their passions for experiencing; to encourage students to do independent experiential exploration by means of experiential trials; to induce students to experience interactively by creating appropriate contexts; and to summarize and evaluate what students have done based on their deep-level experiential experiments—are discussed in details. The steps leading to the carrying out of these strategies can be described as: (1) To stimulate expectations for experiencing by the creation of appropriate contexts; (2) To induce students to experience what they learn by encouraging them to self-study ; (3) To encourage students to experience what they learn by exchanging dialogues between the teacher and students; (4) To summarize and evaluate what students have done based on their deep-level experience; (5) to encourage students to experience more by means of experiential extension. These five steps are demonstrated with a teaching scheme of one lesson—Wish You Were Here (Unit 2, Module 2 )—a text taken from Advance with English(2005). Paired Sample Test is used to analyze the results of the experiment, and the effectiveness of the new approach is shown by means of tables of statistics and related explanation. Finally, to facilitate and improve English teaching in senior high school, new reflections and suggestions are put forward.This paper is divided into seven chapters. The first chapter of this paper is devoted to a general introduction of this research, including the definition of experiential teaching and other related concepts. The second chapter reviews the theoretical principles of experiential teaching and provides a brief analysis of the reality in English teaching in high schools in our country against the background of the new curriculum standards. The third chapter focuses on feasibility analysis. The fourth chapter expounds the instructional design including experimental subject, empirical approaches, teaching strategies and so on. The fifth chapter focuses on the application of experiential teaching approach to high school English teaching. The sixth chapter makes an exposition of the assessment of results. Chapter seven concludes and discusses the strength and limitations of this research.