交际课堂的体验式教学_英文_.pdfVIP

2006 12 () Dec. 2006 29 6 CELEA Journal (Bimonthly) Vol. 29 No.6 EXPERI ENTI AL LEARNING IN A COMMUNI CATIVE CLASS Guo Jia Li Jingping Beijing Jiaotong University Abstract There are distinctions between the traditional transmission teaching and the experiential teaching. The paper explains that experiential learning is in fact part of communicative teaching and task2based teaching by presenting a sample English class. Theprinciplesof thecommunicative classcan be realized only when teachers create experiential scenariosand only when experiencesare closely related to tasks and themes. Key words experiential learning; experience; Kolbps model Introduction The focus of college English has been shifted from teaching reading to productive skills, especially speaking (Zhang Raoxue 2002; The Teaching Requirement for College English Curriculum 2003). It is well known that the task2based method of teaching speaking is not an easy job. A key question for communicative language teachersishow we get our studentsto be willingtoexpresstheir opinionsfreely. In theyears of searching for a suitable approach tothe teachingof speakingtoour students, wetried one method after another and finally arrived at what Kolb called experiential learning model: a development of the task2based approach. The paper will introduce the term experiential learning. And a sample lesson as an example will be given to show the rationales of experiential learning. What is experiential learning? According to Kohonen ( 1992), experiential learning has diverse origins, being derived from John Deweyps progressivephilosophy of education, Lewinpssocial psychology, Piagetpsmodel of developmental psychology, Kellypscognitive theory of educ