伴随着数智化时代的到来，与机器比拼脑力，人类将望尘莫及；与世界交往的人之素养，愈显珍贵。面临百年之未有大变局，国内外教育机构相继发布核心素养框架，开展素养教育教学改革，学生素养发展成为当代学校教学的时代责任与历史担当。在素养教育思潮背景下，传统知识价值立场的教学主张与学习机制是否仍能适用学生素养发展，如何落实学生素养发展，成为教育教学亟需回答的现实议题与学理问题。基于以上考虑，本研究采用理论研究的方法，从教学论视域对学生素养发展立场中学生现有经验与新学知识的联结原理与教学条件展开深入探讨，以期为新时代教育高质量发展提供教学路径。

学习与发展是教学理论研究的经典问题，也是教学改革实践的核心议题。当前学生素养发展面临的主要困境是什么？从教学理论传统与现代教学改革发展脉络上看，我国教学理论传承尊师重教的文化传统，深受现代主智学习思潮影响，普遍认同知识对人之发展的价值；历经以“双基”与“三维目标”为标志的两次改革，现代教学理论的知识观日渐完善且众所周知，知识价值立场成为教学理论研究的基础与共识。然而，在素养发展的教育导向下，知识价值立场对学生发展的局限逐渐显现。知识价值立场的教学主张历史的发展观、假设的学习观、分类的知识观，难以有效解释学生学习时的主体生命状态、真实情境性、实践性的复杂性和多重性。学生素养发展立场的教学主张现实的主体活动立场、情境性的个体意义立场和发展性的学科实践立场，将教学理论研究的视角转向教学活动中的学习经历与切身体验，更加关注学生现有经验与新学知识之间的深刻联结。这一联结主要指学生个体与教学环境之间的交互作用，依赖于学生的“活的生命”，依存于知行合一的文化实践，指向学生个体的意义构建与观念形成。从教学理论中澄清“学习经验”这一概念，有助于明确学生学习的历史意义与超越价值，实现学生与外部世界的真实交互，从中培养学生主体的生命实践感，从而清晰定位教学对学生素养发展的功能。

在育人立场转变与教育功能精进的基础上，明晰学习经验的形成原理，成为科学揭示学生素养发展路径的理论基石。本研究先选取学习经验形成的理论基础，继而提炼其分析框架与形成原则，进而在已有研究基础上对学生主体活动的本质做出拓展与解释。具体而言，在筛选学习经验形成的理论基础时，主要考虑学生作为人类、个体、学生个体三重身份，分别选取经验理论、个体认识发生理论与教学理论，分析其核心观点与应用适切性。经验理论包含感觉、反省、直观本质、体验、主客互动等多种观点，主要描述了人与世界的关系与形态，为本研究分析学生与教学环境之间的关系提供了基础框架。胡塞尔的主观经验世界论，皮亚杰的认识发生论和波兰尼的个人知识论，分别从心灵与世界、身与心、情感与理智之间关系阐明个体认识的发生规律，为具体分析学习经验的形成与学生主体活动提供全面的理论依据。教学理论中教学与发展的关系阐述、教学基本结构及其活动机理，有助于进一步界定学习经验本身的概念体系，为探究学习经验的形成提供理论基础。综合以上理论，学习经验的形成包含三层逻辑：知识情境化是学习经验发生的前提；学生个体原初观念与教学环境的交互作用促使学习经验真实发生；学习经验的生成结果体现为个体观念的塑造与更新；通过前提、过程与结果三方面的作用，促进了学科知识与学生个体观念的持续转化。基于学习经验的形成框架，学习经验的形成原则可以提炼为知与行的交互性原则、过程与结果的连续性原则、情境节奏性原则。

基于学习经验的形成原理，学生主体活动的本质是不再是感性学习与理性学习、知识逻辑与心理逻辑、教学时间与学生主观时间的二元论断，而是学生主体与教学环境的合一。这种合一体现为学生可以通过身体整体感知教学环境，通过思维构建教学环境，通过综合“增殖”教学环境。从学习经验形成的内在维度看，学生主体活动结构是一种由具身感知与意义世界、言语思维与知识结构、情感价值与实际行动构成的两面三维交互结构。

基于学习经验的形成原理与学生主体活动的本质规定，学习经验形成的教学条件旨在从实施的角度探寻实现学习经验形成的教学策略，为教师应用学习经验的形成原理提供抓手。教师可以从创设可被感知的教学要素、设计连续的学习过程、调动学生主体的学习心向三个方面着手。其一，教师可以通过明确学生的学习起点设计先行组织者，依据教材内容和主体活动的对应性设置适切的学习形态，选择典型的教学材料，从而增强教学环境的可感性，提升教学环境的教育意义。其二，通过了解学生的生活经历，精选与新学知识相关的经验原型，设置体现学科知识的本质问题，围绕本质问题设计进阶的学习任务，驱动学生经历学科学习活动，进而引导学生反思学科学习历程，抽象或归纳而形成学科观念，进而以学科视角参与、创造新的社会生活。其三，在创设可感事项和学习过程的基础上，教师还可以从感性、知性和志性三个方面调动学生的学习意向，帮助学生个体处于开放和接纳的学习状态。

With the advent of the age of intelligence and digitalization, human beings are lagging behind in brain power competition with machines. The quality of people who interact with the world is more precious. Faced with no major changes in a century, international educational organizations and institutions have successively issued the core competency framework, carried out the reform of competency education and teaching, and competency development has become the responsibility of The Times and historical responsibility of contemporary school teaching. Under the background of the ideological trend of competency education, whether the teaching proposition and learning mechanism based on the position of knowledge value can still apply to competency development, and how to truly realize the competency development have become the practical issues and theoretical problems that need to be answered in education and teaching. Based on the above considerations, this study adopts the method of theoretical research to deeply explore the internal mechanism and specific path of students' competency development in the era of high-quality education development from the perspective of teaching theory.

Learning and development is a classic problem in teaching theory research, and also the core issue in teaching reform practice. What are the main dilemmas facing students' competency development at present? From the perspective of the tradition of teaching theory and the development of modern teaching reform, China's teaching theory inherits the cultural tradition of respecting teachers and valuing education, and is deeply influenced by the trend of modern intellectual learning, and generally recognizes the value of knowledge to human development. After two reforms marked by "double base" and "three dimensional goal", the knowledge view of modern teaching theory is gradually perfect and profound, and the knowledge value position has become the basis and consensus of teaching theory research. However, under the educational guidance of competency development, the limitations of knowledge value standpoint on students' development gradually appear. It is difficult to explain the complexity and multiplicity of the life state, the real situation and the practicability of students' learning by the historical development view, the hypothetical learning view and the classified knowledge view. The teaching theory of competency development advocates the position of realistic subject activity, the position of situational individual meaning and the position of developmental discipline practice, and turns the perspective of teaching theory research to the learning experience and experience in teaching activities, that is, learning experience. Learning experience refers to the interaction between students and teaching environment under teaching conditions, it depends on students' "living life", depends on the cultural practice of the integration of knowledge and action, and points to the meaning construction and concept formation of students. Clarifying the concept of "learning experience" from the teaching theory is helpful to clarify the historical significance and transcendental value of students' learning, realize the real interaction between students and the outside world, cultivate students' subjective sense of life practice, and thus clearly locate the function of teaching on competency development.

On the basis of the change of educational position and the improvement of educational function, it is necessary to clarify how learning experience is constructed and how it grows, which is the theoretical cornerstone to scientifically reveal the development path of students' competency. This study first selects the theoretical basis of the construction of learning experience, then refines its analytical framework and construction logic, and then demonstrates the growth mechanism of learning experience. In the selection of theoretical basis, the author mainly considers the three identities of students as human beings, individuals and students, respectively choosing the experience theory, individual epistemological generation theory and teaching theory, and analyzing their core viewpoints and application suitability. The empirical theory includes many viewpoints, such as feeling, reflection, intuitive nature, experience, and subject-object interaction. It mainly describes the relationship and form between people and the world, and provides a basic framework for this study to analyze the relationship between students and teaching environment. Husserl's subjective experiential world theory, Piaget's epistemological generation theory and Polanyi's personal knowledge theory illustrate the occurrence law of individual knowledge from the relationship between mind and world, body and mind, emotion and reason, respectively, and provide a comprehensive theoretical basis for analyzing students' subjective structure and active activities. The explanation of the relationship between teaching and development, the basic structure of teaching and its activity mechanism in the teaching theory help to further define the conceptual system of learning experience itself, and provide the prerequisite for clarifying the occurrence and generation of learning experience. Based on the above theories, the construction of learning experience contains three layers of logic: knowledge contextualization is the premise of learning experience; The interaction between students' individual original concept and teaching environment makes learning experience happen. The result of learning experience is embodied in the shaping and updating of individual ideas. Through the three aspects of premise, process and result, the continuous transformation of subject knowledge and students' individual ideas can be realized. Based on the analytical framework of learning experience construction, the construction principles of learning experience can be distilled into the principle of interaction between knowledge and action, the principle of continuity between process and result, and the principle of situational rhythm.

Based on the construction principle of learning experience, this study then explores the essential law of students' subject activity in learning experience. The principal activity of middle school students follows the construction logic of learning experience, and its essence is the unity of student body and teaching environment. This unity is embodied in that students can perceive the teaching environment as a whole through their bodies, construct the teaching environment through their thinking, and "multiply" the teaching environment through synthesis. This definition surpasses the existing dualistic conclusions about perceptual learning and rational learning, knowledge logic and psychological logic, teaching time and students' subjective time. Then, from the three interactive dimensions of embodied perception and meaningful world, verbal thinking and knowledge structure, emotional value and practical action, the concrete relationship between students and teaching environment is analyzed, and the internal dimension of learning experience construction is revealed.

Based on the construction principle of learning experience and the essence of students' main activities, the teaching conditions of learning experience construction aim to explore the teaching strategies to realize the construction of learning experience from the perspective of implementation, and provide a starting point for teachers to apply the construction principle of learning experience. Teachers can start from three aspects: creating perceptible teaching elements, designing continuous learning process and mobilizing students' learning orientation. First, teachers can design the organizer by clarifying the starting point of students' learning, set up appropriate learning forms according to the correspondence between textbook content and main activities, and select typical teaching materials, so as to enhance the sensibility of the teaching environment and enhance the educational significance of the teaching environment. Second, by understanding students' life experience, selecting experience prototypes related to new knowledge, setting up essential questions reflecting subject knowledge, designing advanced learning tasks around essential questions, driving students to experience subject learning activities, guiding students to reflect on subject learning process, forming subject concepts through abstraction or induction, and then participating in and creating new social life from the perspective of disciplines. Third, on the basis of creating sensible items and learning process, teachers can also mobilize students' learning intention from the three aspects of sensibility, intellectuality and ambition, and help students to be in an open and receptive learning state.