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Since the 90s of last century, along with the domestic education reform process, the Western Experiential Teaching theory was introduced into China. The most difference between experiential teaching and traditional “spoon-feeding” teaching is that the former puts its emphasis on “learning by doing”, it concerns about the students' dominant position during the teaching process, focuses on two-way exchange of students and teachers, recognizes individual difference, and makes every student have their benefits. Living Lab model proposed by Massachusetts Institute of Technology of the United States in 1995 is a widely developed technology innovation model in recent years. Under this mode, the user is no longer the object of innovations, but transformed into the subject of innovations. This paper firstly defines the Living Lab and experiential teaching model, giving a review of their research and development, then experiential learning environment is constructed based on Living Lab, providing service experience simulated pilot project in the Living Lab through service-oriented architecture, to cultivate and train learners to grasp the interaction relationship between user-market-technology in the man-machine interactive environment. Finally we explore the ways of experiential teaching model innovation to enable learners to transform their roles from observers to thinkers then to practitioners, so as to promote students' self-development. This paper exemplifies in the telecom operation and management teaching, carries out experiential teaching model innovation practice, and it will have important significance and theoretical guidance value to our students learning styles and curriculum teaching patterns during the innovation and entrepreneurship education.