Experiential Teaching Strategies Research Based On Life Prototype

<National Long-term Education Reform and Development Planning Compendium> proposes that education should "Insist on Ability Development" and "Focus on Unity of Knowledge and Action", emphasize situational and practical learning, and emphasize the importance of subject experiences in promoting independent learning. Being an important approach to enrich students’subject experiences, experiential learning received a lot of attention. However, some shallow experience led to the inefficient or ineffective teaching result during the experiential teaching process. This article chooses life prototype as a theoretical dimension to analyze experiential teaching, and strives to accurately and deeply reveal the relationship between life prototypes and experiential learning, as well as the mechanism of prototype experiential learning, therefore provides some useful theoretical reference and strategic support for effectively implementing experiential teaching.Around the research topic of Experiential Teaching Strategies on Life Prototype Basis, based on the following research foundation,<Nature of Education> by Dewey, Constructivist Learning Theory, Humanistic Learning Theory,<Prototype Theory> by Rosch, this article uses Literature Research, Classroom Observation and Case Study Methods, focuses on below aspects, the connotation and characteristics of the life prototype, the structure and type of life prototype, the goal, content and level of experiential learning, the inner relations between life prototype and experiential learning, as well as the mechanism of prototype experience, and raises a topic of Experiential Teaching Strategies on Life Prototype Basis.This article includes6chapters. Based on the inner relationship between life prototype and experiential learning, it sequentially promotes the research on the mechanism of prototype experiential learning.The preface describes the reasons for this topic and lists related research literature, points out the theoretical basis for this study and explains the researching method, purpose and content of the study.The first chapter elaborates the objective, content and level of experiential learning.The second and third chapters deeply analyze the connotation, characteristics, structure and type of life prototype.Chapters Four and Five reveal the inner relationship between life prototype and experiential learning, and summarize the process,characteristics,way and mechanism of prototype experiential learning.Based on the deep analysis on prototype experiential learning in previous chapters, Chapter Six puts forward Experiential Teaching Strategies on Life Prototype Basis.This article believes life prototype is an iterative and spiral three-phase process, with three interrelated learning links involved-prototype experience, prototype integration and prototype reconstruction. Prototype experiential learning has the following characteristics:personal experience, autonomy, affectivity, diversity, contextual property and integrity. Based on the existing activated prototypes, the interaction between individuals and complicated environment is the reality basis of prototype experiential learning; During the participating and constantly reflecting process, individuals realize the interaction and transformation between the old and new experience, so as to construct a new prototype, is the internal mechanism of the prototype experiential learning. The following strategies can be used in experiential teaching to make prototype experiential teaching more effective:abundant experiential resources, diverse experiential ways, different experiential prototypes, emotional experience procedure, explicit experience result, integrated experiential valuation, personalized experiential senses, and so on.