| Mastering basic oral English communication skills is the basic ability that modern citizens need to possess under the background of globalization,and it is also the basic requirement of modern society for the training of students in secondary vocational schools.However,affected by the traditional test-oriented education in our country,the oral English classroom of secondary vocational schools has long adopted the teaching method of "teacher speaks and students listen",which gives students less opportunities to speak English,resulting in poor oral English level of many secondary vocational students and serious phenomenon of "dumb English".Experiential teaching emphasizes the creation of corresponding situations or opportunities based on students’ cognitive characteristics and rules,combined with students’ life experience,so that students can understand and construct knowledge in the process of personal experience and practical experience.It plays an important role in mobilizing students’ interest and enthusiasm,improving classroom teaching effect and improving students’ learning effectiveness.Therefore,it is of great theoretical and practical significance to study the application of experiential teaching in secondary vocational oral English class.After combing and analyzing the relevant literature,this research absorbs the ideas and viewpoints of constructivist theory,experiential learning theory and empirical theory.On this basis,by using a variety of research methods such as literature,experiment,investigation and observation,this paper makes a deep research on the current situation of secondary vocational students’ oral English and its classroom teaching,the principles and steps of using experiential teaching in secondary vocational oral English classroom,the experimental results of using experiential teaching in secondary vocational oral English classroom,and the suggestions of using experiential teaching in secondary vocational oral English classroom.In order to achieve the purpose of the study,the study distributed 103 questionnaires to the second-year students of the secondary vocational school,and carried out oral English pre-test and post test in two classes of secondary vocational school.At the same time,this study also conducted interviews with 15 secondary vocational students and 4 secondary vocational English teachers.Through the analysis of the research results,the conclusions of this research are as follows:（1）Secondary vocational school students hold a positive attitude towards oral English learning and attach great importance to oral English learning,but they lack of oral English knowledge and poor oral communication ability.Secondary vocational school students feel general about oral English class and hold a neutral attitude towards the teaching content.Oral English class mainly adopts the teaching method of speaking by teachers and listening by students.Secondary vocational school students hope to carry out a variety of experiential participation activities and support the application of experiential teaching in oral English class.（2）The application of experiential teaching in oral English class of secondary vocational school needs to adhere to the principles of student personal experience,student subjectivity,inquiry cooperation and experience pleasure.It is clear that the main body of experience is the student,the core of experience lies in students’ personal experience,the key of experience lies in inquiry cooperation,and the process of experience is a joyful process.In the teaching process,the teacher should first let students want to say through the situational triggering and perceptual experience,secondly let students dare to say in the practical experience and direct experience,thirdly let students say in the induction and internalization experience,finally let students say more in the action application and migration experience.（3）The use of experiential teaching in oral English classes in secondary vocational schools has a significant role in improving students’ oral English proficiency.The experimental results prove that after the experimental class adopts the experiential oral English teaching method,the oral English level of the secondary vocational students has been significantly improved,and the vocabulary sentence pattern,pronunciation and intonation,and oral communication have been significantly improved.while using traditional oral English teaching methods,the oral English proficiency of secondary vocational students has no significant changes in the oral English level and the dimensions of vocabulary and sentence pattern,pronunciation and intonation,and oral communication.Interviews with teachers and students have further confirmed that experiential oral English teaching has a positive effect on promoting students’ oral English learning.（4）Although the application of experiential teaching in secondary vocational oral English class has achieved remarkable results,there are still many shortcomings.Therefore,in order to improve the effectiveness of using experiential teaching in oral English class of secondary vocational school and improve the oral English level of secondary vocational school students,it is necessary to create experiential situations through various ways,improve students’ interest in learning oral English,integrate oral knowledge into experiential activities,improve the quality of students’ oral knowledge reserve,carry out diversified oral communication experience activities and provide oral English for students Communication platform and other measures.Therefore,in order to improve the effectiveness of the use of experiential teaching in the oral English class of secondary vocational schools and improve the level of oral English of secondary vocational students,the following measures can be taken: 1.Create experience scenarios through a variety of ways to increase students’ interest in learning oral English;2.Integrate oral knowledge into experience activities to improve the quality of students’ oral knowledge reserve;3.Carry out diversified oral communication experience activities to provide students with a platform for oral communication. |
