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nvironment where learners have self-esteem can they give full play to the learning efficiency, Therefore, teachers’ moderate respect to learners and the respect and trust between learners will greatly influence learning.
Experience will enables the follow-up accounting study, and the fact is that learning is the continuous restructuring and reform of experience.
Linderman considers that adult education should emphasize personal experience, and take the exchange and exploration of experience as the aim. The achievement of this goal can be carried out by way of discussion. In his view, common exploration and interpretation of experience is the best way of adult education. The real education should lay equal emphasis on practice and thinking. For this end, he proposes that "experience is a living textbook for adult learners," and "curriculum and teaching methods should be based on adults’ experience". John Dewey put forward that "education is for life", "education is the continuous transformation or restructuring of experience"," education and growth, " taking education as the continuous transformation or restructuring of experience. D. Kolb holds that experiencial learning is the basis of adult education, emphasizing the experience of learners, practical orientation of non-traditional students in learning, while experiencial method is just in line with their practical learning orientation. Jarvis (1987) believes that not all experience occurrs in social situations. R. Usher, I. Bryant, and R. Johnston point out that learning is the dynamic interaction of experience and learning process rather than simply a derivation from experience. Tennant and Pogson (1995) indiacats that the combination of experience and learning is not the same in teaching. On the one hand, the teaching materials are linked with learners’ past experience. Once the students’ experience is known to teachers, the latter can link the learning materials with learners’ experience through the integrated similarity comparison, logical deduction and application. One of the major challenges of teachers is to understand how learners get some new understanding based on their past expriene. Second, the intergration of the learning content with the current experience of learners, i.e. the focal point should be transferred from the continuity of learning and experience to the interaction between learing and experience. Dewey (1963) thinks that every occurrence of each experience and the experience per se will change the individual's actions and behavior. Third, the use of simulation , games and role-playing to create the experience. In order to create new experience, teachers can design some group activities to make the experience a learning activity, the common feature of which is the opportunity to share experiences as the group learning material. It is through the active participation of people in experience and analysis that learning occurs. This experience usually comes from the complex world of practice, much the same as the occurance of learning experience is often unpredictable. What experience participants will bring into the activities can not be expected and the most important principle is to stimulate participation and interaction. Nor can the interaction situation be expected. Fourth, reflection enables experience into an important learning resource. To take the past experience as a an important resource fo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。