A Research On Experience Learning In Chinese Reading Instruction

The new Curriculums reform emphasizes greatly on experience learning. Experience learning in Chinese reading instruction is a learning method that observes the rule of Chinese learning, which is based on the essence of the Chinese Curriculum Standard, with a combination of the characteristics of both Chinese language and Chinese curriculum. By experience learning, reading instruction is transformed from a receptive process of the past to a process in which teachers and students comprehend and experience discourse. Teachers'task is not to"give". Instead, they"arouse", arousing the knowledge potential and life vitality of the students, thus facilitating the overall shaping of students'life individuality. Moreover, it is an open and autonomous personal learning method in which students actively participate as the reading subject. They personally experience the discourse and communicate with the author hence generate emotions and meaning. Without doubt, this topic has long been widely concerned and researched on ready with certain theoretic and practical foundations. Never thesis, it is well-worth job to make further exploring into the basic meaning of this theory and exploring into the applied strategies in practice. That is where this dissertation attempt to work on.From multi angles of philosophy, psychology, aesthetics, and pedagogy, this dissertation clarifies experience learning in Chinese reading instruction through an understanding of experience and a further transition to cognition of experience learning. The definition of experience learning is a personalized learning style of generating emotion and meaning in the Chinese reading instruction classrooms, in which teachers consciously design situations, and students communicate with the authors by mean of experiencing whole-heartedly. Four characteristics feature experience learning: namely gnosis subjectivity, emotional aesthetic, multiple dialogues and creative appreciation. In this dissertation, the necessity of advocating experience learning in Chinese reading instruction is stated in the following four aspects: the characteristics of Chinese reading, observing the rules in Chinese reading, meeting the requirement of the curriculums reform and fourthly, the advantages in improving Chinese attainment.Experience learning theory in Chinese reading instruction provides teachers a guide and improvement. Meanwhile, implementing strategies in specific practical situation are to be research on. The author here studies her own teaching cases and other's and concludes six strategies: Firstly,to engage experiencing by designing situations, constructing atmosphere; Secondly, to deepen experience by chanting and tasting and understanding the fundamental mood, Thirdly, to consolidate experience by analyzing discourse and words and concentrating on details; Fourthly, to enrich experience by inspiring imagination and creating prospect; Fifthly, to reinforce experience by appreciating discussion and deepening emotional cognition; Lastly, to expand experience by transferring composition and perfecting personality.On the basis of analyzing three misconceptions of over-generalized experience, excessive experience and conniving experience, several requirements are put forwards in the last part, for advocating experience learning in Chinese reading instruction. They are, the foremost, the presupposition is to transform pedagogic ideology and to renew pedagogic perception; Secondly, the key is to arouse learning interest and enthusiasm; Thirdly, the foundation is to respect students'personal opinions and to give judicious guidance according to circumstances; Finally, the essence is to teach them the methods and to improve learning competence.