Junior Middle School Chinese Reading Experiential Learning Research

The experiential learning of Chinese reading in Junior Middle Schoolis put forward according to the Curriculum Standards of Chinese andthe basic characteristics of Chinese language and the current situationof Chinese reading teaching. It is different from the traditionalindoctrinating teaching, which set the students full development asobjective, and in true sense, strengthen the dialogue between theteachers and students, among the students, even between the readersand texts，and thus base on the full comprehension and understandingthe text, students can intentionally construct the text meaning and thenmake it internalize a part of their own emotions and so get thesublimation of reading experience. The thesis analysis the definition andfeature of the experiential learning of Chinese reading, and thendiscusses the theoretical basis, which throughout all the followingcontent. It lay the solid foundation for characteristics of learning process,the basic process and influencing factor, but also the strategy ofimplementation, for example, scenario analogy and gameparticipation mainly from life philosophical, oral reading and practicemainly from the humanistic learning theory and multiple intelligencetheory, imagination empathy and dialogue mainly from receptionaesthetics， constructivism learning theory and developmentalpsychology theory. Finally, the thesis analyzes some relevant teachingcase fragments, which point out some advantages and disadvantages,and present some suggestions so that we can solve the practicalproblem of reading teaching and then enable students to obtain thedue reading right.The thesis consists of five chapters:The first chapter is the exordium. It mainly introduces the causes forchoosing this title, concept definition, the goal and significance of research, briefly organizes and analyzes the related domestic andinternational research in learning by experiencing method, and clarifiesthe research method and the innovation.The second chapter is the theoretical basis. It discusses lifephilosophical, constructivism learning theory, reception aestheticstheory, the humanistic learning theory, multiple intelligence theory anddevelopmental psychology theory, and all of these are the theoreticalbasis of this research.The third chapter is the process analysis. Firstly, it argues thecharacteristics of learning process, and illustrates the primary process ofexperiential learning, which based on the generative process ofexperience, and then discusses the influencing factor, including internalfactors, for example, the students language sense enhancement, theuse of reading strategies, the activation of existing knowledge andexperience of life, the influence of self-confidence and self-control, andexternal factors, such as the inspire of learning motive, the use ofteaching methods, the guiding of graduation rates, the managementof class discipline and others, etc.The fourth chapter is the strategy of implementation. It elaboratesthe strategies to obtain experience from scenario analogy, oral reading,imagination empathy, game participation, dialogue and practice.The fifth chapter is case analyze. It corresponds the previouschapter, and analyzes some relevant teaching case fragments, andthen points out some advantages and disadvantages, and presentssome suggestions so that we can bring certain enlightenment for theexperiential learning of Chinese reading in Junior Middle school.