Abstract and Key Words

Abstract: This thesis，based on constructivist theories, uses the theoretical study of English teaching modes available both at home and abroad for reference. The author attempts to discuss experiential teaching in college English class in terms of its concept, theoretical basis, characteristics, Kolb’s experiential learning model and its practical application for the purpose of discovering the advantages and disadvantages of this new teaching approach compared with traditional transmission teaching. A sample lesson taken from Experiencing English will be given as an example. Through observation and study, the author has found out that experiential English teaching represents the direction of college English teaching reform. The best way to promote it is to integrate the feasible aspects of traditional transmission teaching with experiential English teaching.
 
Key words: constructivist theories; experiential English teaching; experiential learning model; college English teaching

摘要：本文将以建构主义作为理论基础，借鉴国内外英语教学模式理论研究，试图通过论述大学体验式英语教学的概念、理论基础、特点、库伯的“体验学习模式”、教学中的实际应用等方面，探讨与传输式教学相比，体验式英语教学的利弊，并以大学体验式英语教材中的一课为例。通过观察和研究，作者认为体验式教学代表了大学英语教学改革的方向，借鉴传统教学法中的可取之处,把它们融汇到体验式教学法中，取其精华，去其糟粕，才能更好的推进体验式英语教学的发展。

关键词：建构主义理论；体验式英语教学； 体验式学习模型；大学英语教学

1. Introduction
According to the College English Curriculum Reform (2004) launched by the Ministry of Education, college English teaching should be directed to emphasize the application of what students have learned in real communication and the enhancement of their comprehensive competence of language use as well as the improvement of their ability to study independently. The requirements also emphasize that the courses should correspond to students’ interest, life experience and cognitive level. The curriculum reform attaches great importance to students’ practice, participation, cooperation and Task-based Language Teaching approach. Therefore, experiential English teaching in college, which is centered on students and characterized by activity teaching, receives an increasing recognition. This is a teaching approach with a view to enabling students to discover language use principles through concrete experience and apply them to practical communication.