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现代教育心理学研究表明,学生的学习是以心理活动为基础的一种复杂的智力活动。完成学习活动,不仅有感知、思维、想象、记忆等认知因素,而且需要有良好的兴趣、情感、意志、性格等情、性因素。前者构成感知—思维—知识智慧的认识过程,后者构成感受—情绪—意志性格的情、性过程。前者是认识作用,后者是动力作用。后者在积极参与学习活动中得以提高,提高了的动力更进一步强化认识效果。本文试图从研究学生学习心理善限,从创设学生学习最佳心理状态着手,寻求大面
Modern educational psychology studies show that students’ learning is a complex intellectual activity based on mental activity. Completing the learning activities not only includes cognitive factors such as perception, thinking, imagination, and memory, but also requires good feelings, emotions, wills, personality, and other factors. The former constitutes the cognitive process of perception-thinking-knowledge intelligence, and the latter constitutes the sentiment and sexual process of feeling-emotion-will character. The former is a cognitive role and the latter is a dynamic role. The latter has been actively involved in learning activities and has increased its motivation to further enhance its understanding. This article attempts to start from the study of student’s learning psychology, starting from the creation of students learning the best psychological state, and seeking a large surface