Experiential Learning and its Application in College English Intensive Reading Teaching
DOI:
https://doi.org/10.53469/jsshl.2023.06(06).17Keywords:
Experiential Learning, College English, Self-AwarenessAbstract
The teaching of College English intensive reading faces many thorny issues, among which the interest of student is a big one: some articles in the textbook are not that relevant to students' lives and contain grammatical points that students consider boring, therefore they do not have a strong interest. It becomes a big issue how to raise the interest of college students and enhance teaching efficiency. This article applies experiential learning theory and explains how to raise students' self-awareness accordingly, with a case study of Unit 5 Unfreezing Frozen in iEnglish book 1.
References
Kang Yan. (2022). Foreign Language Teacher Learning [M]. Beijing: Foreign Language Teaching and Research Press. p.42-43.
D.Schunk, B.J.Zimmerman(1994).Self-regulation of learning and performance: Issues and Educational Applications[M]. Lawrence Erlbaum Association.p.8.
Kolb D.A. (1984). Experiential Learning:Experience as the Source of Learning and Development[M]. Upper Saddle River, NL: Prentice Hall.
Lin Chongde et al. (2004). Comprehensive Dictionary of Psychology (Volume 2) [M]. Shanghai: Shanghai Education Publishing House. p.865.