书本、教材能够“打包”知识的代号与文字,却难以“打包”知识的本身与意义。教学活动的职能是打碎书本对知识的“包装”,将之打回到依托人的生活情境而存在的原始经验状态,再将之交由学习者个体去自由“重新打包”。在经验论视野中,教学过程由六大环节构成,即角色展演-环境塑造-问题提出-活动卷入-经验建构-知识生成。师生角色扮演是构筑教学场域的前提条件,创设、利用、塑造环境是提高学习者对知识的“吸收力”的选择,在教学环境情境中发现问题是教学活动“活”起来的关键激素,学习者亲历教学环境、卷入教学活动是促使其生活经验改组与刷新的机制,建构、重组生活经验是教学过程的最终目的,知识生成是链接学习者的情境、经验与认知的重要链环。%Text and teaching material can pack the code and written language of knowledge while it can’t pack knowledge itself and its meaning. The function of teaching is to decompose the package of text for knowledge and get it back to its original form of experience,and then we can let the learner to repack it. In the view of experience the teach-ing process is composed of six links,that is,role playing,environment shaping,problem posing,activity involving,expe-rience construction and knowledge generation. Role playing is the precondition to build the teaching field and creating,uti-lizing and developing the environment is our choice to improve leaner’s absorbing ability to knowledge. Posing problem in teaching context is a way to activate the teaching activity. Experiencing and involving the teaching situation by learners themselves is the best mechanism to help experience reconstruct and renew. Teaching process’s ultimate aim is to help the learner to construct and reconstruct life experience. The forming of knowledge is an important link among situation,experi-ence and cognition.
