The Research On Integrating The Experiential Learning Theory In The Writing Class In Junior Middle School

Experiential learning appears in the mid 20th century 70 up in America, which is a learner-center way of learning. In education concept, experience is the true feeling of things on the basis of understanding and has an emotional and generates about things meaning activity. We see things have a profound experience. It will be understood that it is in the idea of a special significance and understanding.The so-called experiential learning is to point to in the process of teaching, students in real situations the creation of the proposed using English actively to analyze and solve the problems, and obtain knowledge of English is experienced. Using experiential learning style in the middle school English writing class, can replace the traditional writing teaching method, in order to improve the students' writing ability also can change have been dumb English situation, let the students to speak English.With the comparison between the Experiential Learning Theory and the Traditional Learning Theory, the author of this thesis tried to bring the Experiential Learning Theory into the Middle School English writing class. This research will mainly answer three questions:(1) compared with the traditional teaching method; can the Experiential English writing teaching method stimulate the students' interest in writing?(2) Can the Experiential English writing enhance students' communicative ability? (3) Can the Experiential English writing improve students' English writing?Through this experiment, the author of this thesis tried to explore a new method in English writing teaching area and tried to prove that using experiential learning theory is suitable for English writing.The subjects of this research are two classes'students who are in Grade 2 in Beijing Yunzhou School. The two classes are taught by the author of this thesis and they have the same teaching process. One class has 38 students (20 girls and 18 boys) which are assigned to be control group and the other class has 39 students (19 girls and 20 boys) are considered to be the experimental group. The experiment include many different ways:questionnaire, the contrast between the pre-test and the post-test, an investigation on the students'study interest on English writing with the two groups and an investigation on the activity.The purpose of English writing teaching is to help students to write out a good composition. In the process approach emphasis is laid on students'experiential feeling on the specific topic they asked to complete. After the topic of the writing was given, teachers should organize some class activities to develop students'communication about this topic, such as pair work, group work, discussion etc. Within a relaxed atmosphere students are able to communicate efficiently. Teachers and students all participate in the process. Teachers are only organizers, guides and group process managers. Students have more opportunity to communicate with others and are expected to interact primarily with each other about this topic. For example, the topic is "holiday". Firstly, the students should take part in the group discussion and try to memorize an unforgettable experience about themselves. And then, each one would have something to say about this. In the process approach, it is easy for students to get some key points about this writing such as, a good content, rich vocabularies.Chapter one introduces the definition of experiential learning theory, the development of experiential learning theory, the current situation of experiential learning theory 's development in China and its characteristics.Chapter two is the literature review. In this part, author reviews the development of the experiential learning theory both in China and the abroad.Chapter three focuses on the research into the experiential learning theory in writing teaching. According to the characteristics of the experiential learning theory, the author of this thesis tried different ways to guild the students in the English writing class, such as group-discussion, brainstorming, question-answering and so on. She put the theory into the practice and this was welcomed by her students in the experimental group.Chapter four is the designing of the experiment. The author introduced the objective and the subjective of this experiment. Meanwhile, she put forward the aim of this experiment and the methods for the experiment. By the comparison between the pre-test result and the pro-test result, it showed that experimental group is better than the control group in English writing. Experiential learning theory made greater effect on improving students'writing ability than the traditional learning theory.In the last part of the thesis, the author of this thesis made a conclusion of the whole paper and put forward some discussions for the applying experiential learning theory into the English writing class and gave suggestions for the English writing teaching. Meanwhile, the author pointed out the limitation of this thesis.