Elementary School Students In The Low Grade Chinese Experience Type Work Design Art

With the deepening reform of New Curriculum, the presenting form as classroom teaching as its main characteristics becomes colorful and wonderful. However, the research of assignment design art which related closely to the classroom teaching has not been significantly improved. Especially for the junior student of one or two grades, the practicing research of assignment is relatively few. The Outline for Basic Education Curriculum Reform puts forward:promote the students’ active participation, willing to explore, willing to do, cultivate students’ capabilities of collecting and processing information, acquiring new knowledge, analyzing and solving problem, communication and cooperation. Under the guidance of the Outline, the paper is ready to explore the assignment design approaches in accordance with experiential learning form of junior grade:using of experiential learning theory, through the method of literature research and action research, as well as the method of questionnaire and experience summary, to analyzing the classic case of experiential assignment design, in order to construct a set of effective experiential assignment design pattern and optimize the experiential assignment design of Chinese course for junior grade.Experiential assignment keeps in line with the characteristics of physical and mental development of junior grade students in primary schools, the assignment is subjected to abandon blindly copying memorizing, taking part in learning activities and creating actual or repeated experience situations and opportunities for students. Through these four steps as constructing situation, induce experience; place oneself experience, awakening experience; autonomous process, improve the experience; interaction, experience upgrading, to present, represent and restore the content of teaching, so that students in experience understand and construct knowledge, develop ability and emotion, generate significance. At the same time of problem found, to reflect and form the positive emotion, attitude and values, finally accumulate the knowledge in experience. Different from traditional Chinese homework, experiential assignment of Chinese course of primary school do more respect for the uniqueness and generative of the individual experience. The innovation of experiential assignment lies in the practice of the learners, and this paper focuses on the research of the junior grade children in the primary school, enhancing the theoretical experience which based on the practical operation case, and exploring the principles and practical way of experiential assignment design art. With the new concept of art to understand the Chinese course, to solve various practical problems, so as to increase the language knowledge and language ability, which lays a solid foundation for language learning in the future.The paper is in five parts, the introduction part describes the background and significance, the research status of the domestic and foreign research, discussing the research topic selected, research objectives and research methods. The first chapter illustrates the concept of experiential assignment design for Chinese course of junior grade of primary school and refines the characteristics of experiential assignment under the theoretical guidance, such as vivid, intuitive situation, connecting Chinese teaching to life. The second chapter is about the main problems and reasons in terms of the questionnaire. The third chapter states the principle and types of the experiential assignment design. The fourth part researches the implementation steps and approaches of experiential assignment design.The full text of four chapters, the introduction, after the conclusion.The introduction section describes the background and significance of the research, the domestic and foreign research status, and the research objectives and research methods are described. The first chapter is "the design of the junior Chinese experience type of primary school"". This chapter defines the concept of "Chinese experience", and reveals the characteristics of the experience, the situation, the uniqueness and the openness of the activity. The paper argues that the theory of multiple intelligences, experiential learning, constructivism and the standard of Chinese curriculum are the theoretical basis of experiential design, and the experience of junior school students is conducive to improve students’ learning interest, reduce students’ academic burden, and improve students’ language literacy. The second chapter is about the main problems and reasons of the low grade Chinese homework design, which is the main problem of the low grade Chinese homework, teachers, parents, and the limitations of the practice design, and the quantitative inspection of school work. In the third chapter, the paper expounds the principles of the design of the Chinese experience, the unity of knowledge and practice, the interest of the students, the life style, the thinking mode and the personal experience. The fourth chapter focuses on the research of the primary school of the low grade Chinese language experience design implementation steps and methods. In the author’s opinion, the language experience operation design mainly through constructing situation, induce experience; exposure experience, awakening experience; autonomous process, improve the experience; interaction, experience sublimation four steps presented or represented, reducing the teaching content, to enable students to understands and construction of knowledge, ability, emotion and meaning generation in experience found and reflection of the problem and the formation of positive emotion, attitude and values, finally get the experience accumulation of knowledge. The conclusion part of the research and practice of the low grade experiential design and practice in the future.