“前经验”为教师课堂教学提供了参考与依据,学习愿望、探究困惑、预学发现、初学发现等是其构成主要元素。教师自身学科经验修炼、对“前经验”进行教学价值分析、立足教学内容与阅读策略重新组织等是建基于“前经验”课堂重构的要义。建基于“前经验”的课堂重构策略主要有顺应与升格、支架与层级、深入与强化、聚焦与溯源等。 “Experiencing ” provides reference and basis for teachers’ classroom teaching, learning desire, exploring confusion, pre-discovery, and beginner’s discovery are the main elements of their composition. The teacher’s own disciplinary experience, the teaching value analysis of “experiential ” and the reorganization based on teaching content and reading strategy are all based on the essence of “experiential ” classroom reconstruction. The reconstruction strategies based on “experiential ” mainly include adaptation and promotion, support and hierarchy, deepening and strengthening, focusing and tracing.