Experimental Research On The Experiential Learning In Middle School English Study

In the traditional middle school English language teaching models, students usually passively accept what teachers told them. As they assume the passive role, they act as the container of, and the slaves to, the knowledge that is fed to them. In this pattern, students more often than not lack learning initiative and chances for personal experience. They thus usually failed to internalize a knowledge system suitable for their individual needs. The aftermath of this pattern is the lost of interest, even fear to English study.Therefore, it's extremely urgent to reform the English language teaching models in middle school.Experiential learning involves the student in the learning process as an active participant, not just a reader and listener; it provides a way for the students to become involved in their learning as active participants. They will be able to explore the topics themselves instead of listening to lectures or reading a textbook. They will help create meaning for themselves and see how the language is used in their life.Experiential learning has its roots in the educational field through the research efforts by educational scientists such as John Dewey, Kurt Lewin, Jean Piaget, Maria Montessori and David Kolb. While scholars have long underscored the significance of the fruits of these researchers, the insights of their studies have not yet been sufficiently applied in middle school student's studies, especially in the middle school English language classroom in China.In the light of current situations of reforms in English teaching in middle schools, this thesis seeks to introduce, on the basis of a general survey of relevant studies at home and abroad, the implementation of experiential learning in middle school. In this study, questionnaires, surveys, and field notes are used to record and analyze the application of experiential learning and to contrast its difference in teaching effect with teaching in conventional models. The results of this study indicates that experiential learning has obvious positive effect on middle school English study and contributes substantially to the improvement of students'skills of listening, speaking, reading and writing.The author expects that the results of this paper can be of some value to the theory and practice of the experiential learning in middle school English language teaching. Key words:experiential learning; middle school; English learning studies...