The Research Of Experience-sharing Adult Teaching Method

In the life learning process, especially adult learners will encounter a variety of problems and difficulties. No matter which level of adult education, whether in an educational environment where adult learners are the existence of a common problem, namely, how to make full use of all favorable factors, overcome negative factors;excavate the potential of the largest learning, to successfully effective learning. Experience - sharing adult education is a teaching method that is suite of adult characteristics.Adults are already participating in the work, so their social history is rich. They have accumulated rich learning experience, life experience and work experience in the previous study, work and life. These experiences have a positive side for adults to play an important role learning can promote adult students to better grasp and assimilate knowledge. Therefore, we cannot ignore the role of adult experience should be as adults to learn important learning resources.The research purposes is to identify the causes of the enclosure of adult education through the analysis of adult teaching experience factors, and to . explored an effective means of teaching adults to this point of adult experience. In the Democratic Education, Dewey once said: Education is transformation or restructuring of the experience. This transformation or reorganization will increase the significance of experience and to enhance the capacity of guiding the experience process. Clearly, the experience in the education occupied a very important role. Experience-sharing adult teaching method will fully consider adults experience, closely integrate adult features, and ensure that adult learning achieve optimal results.The first part exposit from the closure between trainees and trainees, traineesand teachers or teachers and teachers, leads to the experience- sharing of adults teaching.The enclosure between trainees: adults have rich experience of working or life, everyone's experience was a valuable asset, but in the process of adults teaching, trainees can not better share their respective experiences, in traditional adult education, the trainees are isolated individuals, trainees' link are very rarely, they are closed in their respective coterie, so can not share the positive experience of others, and the important role of positive experience can not play. Trainees' positive experiences cannot be other trainees' resource, which creates the waste of the potential learning resources.The enclosure between trainees and teachers: communication between trainees and teachers is very little compared to the general education, trainees and teachers' contacting is confined to the classroom to some extent, teachers and trainees contact less in extracurricular. And in the classroom, in traditional, teachers lectures and the trainees listening to, the participatory is rarely, this led to the teachers and their trainees can not to share the valuable experience, and trainees can not learn more positive experiences from the teachers, so the new knowledge from the teachers can not timely assimilate into their own cognitive structure;teachers do not understand the needs of the trainees and cannot learn advantage, or learn valuable experiences from there trainees, that result in a enclosure between trainees and teachers.Enclosure between teachers: Teachers are adults;they have a wealth of work, study and life experience. But teachers in school links of lesson preparation Etc., this is only the individual acts, little communication with other teachers, not to share their experience with other teachers. They are teaching in accordance with their traditional teaching methods and have not formed a good sharing atmosphere, it wasted rich experience between teachers;this is also a reason leading to a low quality of adults teaching. While recognizing above the three areas enclosure of adult teaching, the teachingmethods of these enclosures caused some negative impact to adults teaching. Such as: caused the waste of study resources;interpersonal enclosure in teaching;adult trainees are inadequate of learning motivation;low quality of adults teaching classroom. Experience-sharing contribute to improving and enhancing this situation.Part two major exposit the basic concepts and historical development of the experience-sharing adult teaching. First define the basic concept of adult learning: experience, adult experience, experience-sharing and experience-sharing adults teaching. Then analyze the history in abroad and the development in domestic of experience-sharing adults teaching.Part three major analyze theoretical foundation and the basis of objective of experience-sharing adults teaching. I will analyze the theoretical foundation from two perspectives. Psychology perspective has groups of power theory, the theory of knowledge transfer, knowledge and achievement motivation theory and overt hidden knowledge theory;teaching theory perspective has cooperative learning theory. The basis of objective of experience-sharing adults teaching will analyze on the basis of three considerations: the characteristics of adult trainees, the characteristics of adult teaching and learning and the characteristics and features of experience-sharing adult teaching.Part four of the major papers will analyze the implementation strategies from the four connections: Preparation stage;Start-up phase;the roll-out phase;Evaluation phase. And develop the flowchart according to the implementation of experience-sharing adults teaching, and do a brief analysis.The final part of the main paper analyzes the issue of the experience-sharing adults teaching and the reflections of the study.As adults' experiences have positive experience and negative experiences, this paper is referring to the positive experience or the positive of experience.