1. Introduction 摒弃浮华创设有效的中学数学教学情景
Along with the new round of basic education reform, more attention than ever before has been paid to each student’s over-all development. As is required in the reform, students should be put in the center of all the teaching activities, and this means that all classroom teaching activities should be designed and organized to meet the needs of students and to be aimed at their development. English educators have been always trying to work out a better method to improve their teaching efficiency. Up to now, many teaching methods have been created and put into practice, for example, the Total Physical Response, the Communicative Language Teaching, Task-based Language Teaching and so forth. Nowadays, the experience teaching method, which is based on Constructivism theory as an advanced educational and teaching idea, has drawn great attention. The experiential teaching approach is a students-centered and task-based teaching approach that can enable students to apply what they have learnt to practical communication through their own experiences in class.
In the past decades, countless scholars have already done lots of researches on the experience teaching method, insisting that experience may play a key role in people’s learning. Dewey (1938) stated, “All genuine education comes through experience.” Dewey (1933) saw the human mind as a meaning-making organ, relentlessly driven to make sense of its world - an idea that preexists today's perceptions of constructivism and active learning (Teets & Starnes, 1997). Piaget (1986) who first proposed Constructivism theory of cognitive development expressed his point that children are in the process of interaction with the surrounding environment and continue to understand the outside world and build knowledge about the outside world in order to improve and develop their cognitive structure gradually. Through the review of learning modes proposed by Lewin, Dewey and Piaget, Kolb (1984) saw learning as a continuous process which originates from experience and obtained notions from the continuous amendment. In his book Experiential Learning: Experience as the Source of Learning and Development, Kolb proposed the famous experiential learning theory, from which the experience teaching method derived.本文来自辣,文^论#文~网，加7位QQ324_9114找源文
Influenced by the Western researches on the experience teaching method, more and more Chinese are now focusing their attention on it and have achieved some kind of success. Tao Xingzhi (1985)