学生学习主动性的调动,学习情绪的好坏,将直接影响学生的积极性及其学习成效。如果不能解除学生对今天的学习的抗拒心理,那么即使架设起最优化的“探求”桥梁,也推动不了学生过桥的步伐。因此,在架设“探求”桥梁之前,首先要架设好师生情感的桥梁,通过对旧知识的回忆,教师的期望性语言将推动学生的学习,使学生的自尊心在被人理解和看重的诱导下变得奋发;通过阶梯式的复习提问,不仅能增强学生学习 The mobilization of students’ learning initiative and the quality of learning emotions will directly affect students’ enthusiasm and learning effectiveness. If the students’ resistance to today’s learning cannot be lifted, even if the “optimized” bridge is set up, it will not be able to push students to cross the bridge. Therefore, before setting up the “exploration” bridge, we must first set up a bridge between teachers and students. Through the recollection of old knowledge, teachers’ expectation language will promote students’ learning and make students’ self-esteem be understood and valued. The next step has become strenuous; through step-by-step review questions, not only can enhance student learning