新课改以来，语文教学面临巨大的考验，如何满足新课改提出的要求，也成了语文教学、尤其是古诗词教学过程中需要解决的主要问题。同时，随着新课改的逐步深入，越来越多的西方教育理念进入我国的一线中学语文教学当中，其中体验式学习理论更是引起了教育者的广泛关注。体验式学习理论是教育家库伯对杜威、皮亚杰等教育家的理论进行融合，所提出的体系化的、具有较强实践意义的学习理论。对体验式学习理论的理解和应用，可以对语文教学的改革提出新的方向与可能性。本研究旨在对体验式学习理论进行简要剖析，并探求其在中学语文古诗词教学中的应用。 本研究将从理论入手，主要分为五个部分。第一部分是绪论，该部分内容将着重阐明选题的意义及目前相关领域的研究现状，分析体验式学习理论在中学语文古诗词教学中的研究成果及其不足；第二部分则从库伯的体验式学习理论入手，分析库伯提出的体验式学习模型，并将其与古诗词教学的基本原则进行结合，探寻古诗词体验式教学过程的基本方向与目标；第三部分以实践调研为主，通过问卷调查及访谈的形式了解目前中学语文古诗词教学过程中存在的主要问题及体验式学习法的实施现状；第四部分为策略研究，探求体验式学习理论在中学语文古诗词学习过程中的应用模式，并将理论的研究与实践教学结合在一起，通过理论的学习分析来进行教学设计，第五部分为反思总结的部分，结合具体的教学实例，分析古诗词体验式学习过程的合理性与不足，并结合具体教学设计对中学语文古诗词体验式理论进行评价和建议。

The implementation of Chinese course has been facing enormous challenges since the new curriculum innovation in 2001. How to meet the requirements of the new curriculum innovation has become a major problem that needs to be solved in practice, especially in the teaching process of ancient poetry. At the same time, with the gradual deepening of the new curriculum innovation, more and more western education theories have been acquired by Chinese language teaching in middle schools in China, and Experiential Learning theory has aroused widespread concern by educators. Experiential Learning is a systematic and practical learning theory propounded by Cooper on the theoretical basis of Dewey and Piaget. Better understanding and application of Experiential Learning can be applied to provide new directions and possibilities for curriculum innovation. This paper is mainly composed of five parts. The first part is an introduction, which focus on the significance of topics and the current research status in related fields. It analyzes the research results and the shortcomings of Experiential Learning theory in ancient Chinese poetry teaching in middle schools. The second part explores the basic direction and goal of experiential ancient poetry teaching through analyzing the experiential learning model proposed by Cooper, and combining it with the basic principles of ancient poetry teaching. The third part analyzes the main problems existing in the teaching process of ancient Chinese poetry in middle schools and the implementation status of Experiential Learning method, which is mostly based on practical researches like questionnaires and interviews. The fourth part is a study of teaching strategy exploring the application of experiential learning theory in the process of learning Chinese ancient poetry in middle schools. And the application model is combined with the theoretical research and practical teaching. In this way. teaching design can be accomplished through theoretical learning analysis. The fifth part is for reflection and conclusion. Specific teaching examples are used to analyze the rationalities and deficiencies of experiential ancient poetry learning process. Evaluations and recommendations for ancient Chinese poetry experiential teaching theory in middle schools will be given through specific teaching design.