The Research In Experiential Teaching Of Chinese In Elentment School

Experiential teaching is advocated by the new curriculum teaching methods, Experiential teaching enables students to experience through the creation of a specific teaching situation, through the experience the activities, access to knowledge, capacity development, construct meaning, understanding the meaning of life. However, the primary languages of the implementation of experiential teaching, both in theory and practice, there are many issues that we need to resolve. This study attempts to analyze experience, experiential teaching, primary school language experiential teaching, meaning primary features of language experiential teaching, the theoretical basis, implementation of the basic steps, based on surveys of primary school language experiential teaching, status, primary language to find out experience teaching problems and factors affecting improve primary school language experiential teaching, the countermeasures and suggestions.This article is divided into four chapters:The first chapter is the introduction, consists of four parts. First, the origin of the study, from the social development, new curriculum, elementary school language teaching practice in three areas need to discuss why this subject raised. Second, review the study, from primary and foreign language experiential teaching, experiential teaching, sort out research and analysis, pointed out the lack of previous research results and to determine the logical starting point of this study. Third, the purpose and significance of the study attempts from theoretical and practical aspect, comprehensive type teaching of primary school Chinese experience analysis, from two aspects of theory and practice the significance of research are expounded.Fourth, research methods, pointed out that this study using documents, observation, interviews, case research.The second chapter is the primary language experience teaching the theory of analysis, including four parts. The first analyzed the experience, experiential teaching experience in teaching, primary language the connotation. The second is that the characteristics of experience teaching in primary school language experiential teaching, character and academic characteristics section. Third, from the constructivist theory, the existence theory, multiple intelligence theory to analyze the primary language experience teaching theory. Fourth, make a favorable environment to induce experience; create situations to encourage the experience; focus on personal experiences, improve the experience; interaction, the distillation of experience teaching elementary school language experience to implement the basic steps.The third chapter is the primary language experience teaching the practice of research, including two parts. First, practical research purposes, objects and methods are described. Second, is the primary language experiential teaching, the status of the investigation and analysis. Pointed out that the interview and observation by investigation and analysis of the teachers and students experience teaching awareness, through classroom observation and interviews, and analysis of case records to illustrate the experience of teaching the process of language teaching in primary schools in the concrete application Primary language experiential teaching, the specific problems in the implementation process, the language of primary school experiential teaching to carry out factor.The fourth chapter is to enhance the primary language experience teaching strategies and recommendations. This section discusses four aspects. Primary language proposed to carry out the experience teaching students to recognize the status given to experience the opportunities; create the right mood, creating the appropriate atmosphere; to avoid the experience properly, proper choice of time; proper assessment of students and teachers led to experience the distillation of the experience of primary school language teaching can be better conduct.