摘要
伴随着全球化的不断进行，对于学生的长远发展来说，英语教学扮演者越来越重要的角色。在我国，从改革开放以来，英语的教学就得到了较大的关注，并持续的对其进行推进。然而经过三十多年的发展，在教学的过程中，我们发现始终存在着一些问题，而其中最为突出的就是学生在英语的运用方面表现较差，特别是在口语方面。在这种情况下，我们不得不进行深思，为什么我们的学生能够在各种英语的测试中取得高分，但是在英语口语的应用方面却表现的不尽人意？在对于我国的英语教育体系进行反思探讨以后，我们发现，英语教学的教学方式的灵活性不足，特别是在口语的教学方面更是如此，很可能是造成这种现象的关键原因。基于此，根据体验式教学的优点以及特征，将其同英语口语紧密的结合起来，一方面是对英语口语的教学的创新，另一方面也能够借助于这教学模式，引导学生学习的积极性，让其主动的投入到学习中去，从而推动学生在口语方面能力的提高。
本研究开展体验式教学在英语口语教学中的作用的实证分析。在研究中选择毕节一中高中的学生作为分析的对象，借助体验式教学口语教育的开展，进一步对比开展该教育前后英语口语表达能力情况，从而分析体验式教学的作用。
在本研究中，基于前人的研究成果，借助访谈的形式建立了高中生英语口语水平评价分析表。进一步借助这个量表，对学生开展体验式教学前后进行了对比研究，从而分析了体验式教学对于高中生英语口语能力的提升作用。通过分析，主要得出了以下几个结论：
（1）在英语口语的教学中开展了体验式教学以后，高中生的自我评定有了较大程度的提高，而教师对于学生的评定也有了较大程度的提高。基于此，可以了解到，体验式教学模式在英语口语教学中的英语，能够推动学生获得更好的英语口语成绩。结合本研究所选择的毕节一中高中生作为研究对象，开展的体验式教学调查分析，认为所设立的假设是成立的。
（2）通过分析，了解到教师的教学任务繁重、学校不重视以及教师的体验式教学意识欠缺、教师的教学理论不足等是能够对高中英语口语体验式教学产生影响得因素。基于此，要改善体验式教学的效果，就需要从下述几个方面着手：需要教师正确看待体验式教学，不断提升自身的教育理论水平，同时学校还要为教师的体验式教学开展创造有利的条件。除此之外，还需要编写适合体验式教学模式的英语教材，建立科学多维度的评价体系，提高教师的业务水平，完善知识结构。
关键词：英语口语；高中；体验式教学
Abstract
With the continuous progress of globalization, for the long-term development of students, English teaching plays an increasingly important role. In China, since the reform and opening up, the teaching of English has been a greater concern, in the ongoing to promote it. However, after more than 30 years of development, in the course of teaching, we found that there are always some problems, and one of the most prominent is the students in the use of English performance is poor, especially in terms of spoken language. In this case, we have to think deeply about why our students can achieve high marks in various English tests, but in the application of spoken English are not satisfactory? After discussing the English education system in our country, we found that the lack of flexibility in the teaching of English teaching, especially in the teaching of spoken language, is likely to be the key reason for this phenomenon. Based on this, according to the advantages and characteristics of experiential teaching, it is closely integrated with the spoken English, on the one hand is the innovation of oral English teaching, on the other hand can also use this teaching model to guide students to learn the enthusiasm, Let the initiative into the study to go, so as to promote students in the oral ability to improve.
An Empirical Study on the Role of experiential teaching in Oral English Teaching. In the study, the students of H high school are selected as the object of analysis, and the effect of experiential teaching is analyzed by means of the development of oral education of experiential teaching and the contravention ability of spoken and spoken English before and after the education.
In this study, based on the previous research results, with the form of interviews established in the high school students’ oral English assessment analysis table. And then use this scale to carry out a comparative study of students' experiential teaching before and after, so as to analyze the role of experiential teaching in improving the oral English ability of high school students. Through the analysis, the main draw a few conclusions:
(1) After experiencing experiential teaching in oral English teaching, the self-assessment of high school students has been improved to a great extent, and the evaluation of teachers has also improved to a large extent. Based on this, it can be learned that the experiential teaching model in English oral English teaching, can promote students to obtain better oral English. A set of H high school selected as the research object, to carry out the experiential teaching survey analysis, that the establishment of the hypothesis is established.
(2) Through the analysis, it is understood that the teachers' teaching task is arduous, the school does not attach importance to the lack of teachers' experience of experiential teaching, the lack of teachers' teaching theory and so on. It can influence the oral English experiential teaching. Based on this, to
