A Study On The Teaching Model Of English Literature Experiential Reading

Reading is one of the most important language inputs and it is also one of the most effective ways to improve students’English. However, a more serious problem exists in junior reading teaching in China for a long time. Students’ self-experience is completely replaced by teachers’analysis of texts. As a result, students do not have enough chance to experienced texts by themselves and some of creative ideas are invisible, especially in literary works teaching, because literary works, rich in connotations and values, are about one’s life experience. Only through readers’ own experiences progress can these connotations and values be achieved in learning.Based on the previous study of reading models and Kolb’s Experiential Learning four-stage model of "concrete experience, observational reflection, abstract concepts and testing the new concepts", and the three characteristics of experience:personal experience, individuality, silence, combing with the reality of junior students’ physiology and psychology, the author designs a teaching model of junior English literature reading "experience-share-conclude-evaluate-apply" and applies it to the teaching practice..Through a true experiment, the author finds that this model can make students remember new words more easily, enlarge their’ vocabulary, cultivate their self-learning ability and develop their subjective initiative. The process of self-thinking and sharing knowledge and skills with others can change students’ attitude towards course books and teachers. In this way, students are independent and become true readers of English learning. The author believes that the research do change the idea of English education and has a positive role in English teaching practices.