课堂教学是以教师为主导，学生为主体，教材为客体的“多维结构”。在这一动态结构中，有情感的教师和学生以教材为客体进行着多边活动，这一活动中包含着情感与环境（即情境）。情境具有两极性（良好的和不良好的），良好的情境能激发、加强学生的学习热情，不良的情境会成为 Classroom teaching is a “multi-dimensional structure” in which the teacher is the mainstay, the student is the main body, and the teaching material is the object. In this dynamic structure, emotional teachers and students conduct multi-lateral activities using teaching materials as objects. This activity includes emotion and environment (ie, situation). The situation has two polarities (good and not good). A good situation can stimulate and strengthen students’ enthusiasm for learning. Unfavorable situations will become