体验式学习强调学习者的亲身经历和在此基础上的思考反馈，将当下的教育活动和受教育者的经验相结合，建构起个体独特的知识获得体验过程。而小学语文体验式阅读教学是在遵循新课标要求的前提下，以受教育者的全面发展为归宿，重参与的过程，重教育过程中的生成合作，重情感升华，重亲历体验，重生活实践相结合，是传统意义上的阅读教学的有益补充，是培养创新意识的良好温床。本文通过对深圳市和平实验小学体验式阅读教学的实践反思，试图让广大一线教育工作者认识到体验式学习法是小学语文阅读教学中的重要且有效的教学方式，呼吁更多的语文教师在阅读教学中尝试体验式学习法，将更多的精力投入到对不同学生个性化体验的关注上。 本文共分为四个部分: 第一部分“绪沦”，阐述选题的背景，体验式学习在小学语文阅读教学中应用的相关概念界定，相关文献综述。 第二部分分析和平实验小学体验式阅读教学的现状生活体验感缺失，诵读中情感体验不到位，交流表达环节想象体验有待提高，教师在意义总结中的升华体验比较薄弱等问题，为下一部分的策略阐述做铺垫。 第三部分从体验式阅读教学的目标、内容、评价方面进行对策探讨，为第四部分的实践探索提供指导。 第四部分从课前、课中和最后的生成展示环节这几个方面，阐述了深圳市和平实验小学在体验式阅读教学中进行的实践探索。

Experiential learning emphasizes learners' personal experience and thinking and feedback on this basis. Combine the current educational activities with the experience of the educated. Construct a unique process of knowledge acquisition.The teaching of experiential reading in primary school Chinese follows the requirements of the new curriculum standard .In the course of the overall development of the educated, the process of heavy participation, the creation of cooperation in the process of heavy education, the sublimation of emotion, the experience of personal experience, and the combination of the practice of life, it is a useful supplement to traditional reading teaching and a good hotbed for cultivating innovative consciousness. Through the reflection on the experiential reading teaching in Shenzhen peace experiment primary school, this paper tries to make the majority of the educators realize that experiential learning is an important and effective teaching method in the primary language reading teaching, and calls for more Chinese teachers to try the experiential learning method in the reading teaching, and more precision will be made. Devote more effort to the attention of different students' personalized experience. This article is divided into four parts: The first part is about the background of topic selection, the definition of experiential learning in primary school Chinese reading teaching, and the related literature review. The second part analyses the lack of experience in the experiential reading teaching in the peace experiment primary school, the lack of emotional experience in the recitation, the improvement of the imagination experience of the communication and expression link, the weakness of the sublimation experience of the teachers in the meaning summary, and the paving for the next part of the strategy. The third part, from the goal, content and evaluation of experiential reading teaching, provides countermeasures for the fourth part of practical exploration. The fourth part expounds the practical exploration of Shenzhen peace experiment primary school in the experiential reading teaching from the aspects of pre class, class and the last generation and display.