A Study On Application Of Experiential Teaching In English Writing At Junior Middle School

Writing is the concentrated embodiment of junior middle school students’ comprehensive English quality.However,in the actual writing teaching,teachers pay more attention to the writing mode but ignore the students’ self-experience and perception.So the students are not interested in the English writing and their actual level of English writing cannot meet the desired effect.This paper aims to apply the experiential teaching mode to the English writing teaching of junior high school students and explore the influence of the experiential teaching mode on the English writing of junior high school students.Experiential teaching is a teaching method: the teacher presupposes or simulates the situation,triggers the students to think about the experience they have experienced,and then actively guides the students to take the initiative to participate in the classroom activities to gain comprehension and explore knowledge.The theoretical bases of experiential teaching are constructivism learning theory and experiential learning theory.Constructivism learning theory believes that teaching should be student-centered and emphasizes students’ active exploration,discovery,and construction of knowledge.Experiential learning theory believes that learning is a process in which learners acquire and transform experience through personal experience.It emphasizes the participation spirit of learners.It is conducive to improving learners’ learning enthusiasm and optimizing learning effect and teaching effect.Therefore,these two theories provide the theoretical basis for the study of this paper.This study applies the experiential teaching mode to junior middle school English writing teaching.It attempts to answer the following three research questions:1.How does experiential learning affect junior high students’ interest in writing?2.How does experiential learning affect junior high students’ writing achievements?3.What influence does the application of the experiential teaching mode have on junior high school students’ strategy in English writing?This paper conducted a 16-week teaching experiment in two parallel classes of Grade 8 in a junior high school in Yingkou City.And there are 50 students in each class.Before the teaching experiment,the overall English level and the writing level of the two classes were comparable.The control class adopts the traditional teaching mode and the experimental class adopts the experiential teaching mode.Methods such as questionnaires,interviews,and pre-tests and post-tests have been implemented.It also uses SPSS 21.0 for statistical analysis of the data and makes a qualitative analysis of the interview results.As the result,the study found that the experiential teaching mode had a positive impact on the English writing teaching of junior high school students.Students in the experimental class and the control class had significant differences in English writing interest,writing achievements,and English writing strategy.Students in the experimental class are better than those in the control class in English writing interest.Their English writing achievements have also been improved,and they have made great progress in English writing strategies.Therefore,it shows that experiential teaching can be widely applied to junior high school English writing teaching.