实践证明,积极情绪已成为提高课堂教学效率的必备条件,积极情绪的形成有赖于对需求的满足,而需求的满足可以为学生带来积极的情绪体验。长期以来,人们关注的往往是教学中的认知因素,而对情绪因素和学生的心理需求则缺乏应有的重视。语文课堂具有较之其他学科更显性的人文及情感因素,因此,语文学科更需要关注课堂教学中情绪的整合。一般来说,愉快,好奇,兴趣,焦虑这四种情绪中,好奇和兴趣对学习主要起积极作用,愉快和焦虑是在适宜水平上对学习起促进 Practice has proved that positive emotion has become a prerequisite for improving the efficiency of classroom teaching. The formation of positive emotion depends on the satisfaction of the demand, and the satisfaction of the demand can bring positive emotion experience to the students. For a long time, people are often concerned about the cognitive factors in teaching, but the lack of due attention to emotional factors and psychological needs of students. Chinese language classroom has more humanistic and emotional factors than other disciplines. Therefore, Chinese subjects need to pay more attention to the integration of emotion in classroom teaching. In general, curiosity and interest mainly play an active role in learning among the four emotions of happiness, curiosity, interest and anxiety. Pleasure and anxiety promote learning at an appropriate level