Theory Of "life Experience" Type Of Middle School Students' Language Learning

For a long time, Chinese language learning for middle school students has been hovering on the one-dimensional "instrumental" road, and is neglected for its vivid life experience. Students can not enjoy the spiritual joy caused by emotional comfort and the touched soul in Chinese language learning. In the Chinese language classroom, students are often apathetic and expressionless, and lack of "human feelings" in their daily lives. The author believes that it has become essential that Chinese language learning for middle school students should focus on the individual’s "experience of life". This article discusses the importance and also ways to improve the "experience of life" in Chinese language learning in the following three parts:The first part describes the cultural connotations of "life experience". Through combing the concept of "life experience" both in the Eastern and Western cultures, the author sums up the cultural connotation of "life experience" and then discusses the importance of "life experience" in learning.. Life experience is a process based on the existence of life, focusing on caring for one’s own and others’ lives to fulfill the meaning of life and to further explore the meaning of life and to further explore the importance of "life experience" learning.The second part discusses the relationship between "life experience" and language learning and how to tap the rich elements of "life experience" in culture in the process of current Chinese language learning. We can not only experience the life awareness but also experience the meaning and value of the existence of individual life from Chinese characters and language. Only on this basis, can our Chinese learning truly touch the soul of the learners and play an active role in creating the perfect mental personality.The third part proposes some specific methods on how to construct the kind of life experience in Chinese language learning, which goes into two main areas. The first is to work accordingly to the five objectives of the Chinese language curriculum, namely, literacy and writing, reading, writing, oral communication and integrated learning. The second is to construct a field for "life experience" in language classroom from the "field" theory, which includes both the physical environment and the psychological environment of the classroom. Through these two environments, students are provided with a harmonious and interactive classroom environment, thus, creating a positive and harmonious teacher-student interaction field, student-student Interaction field and people-text Interaction field.