教学实践表明,“乐学”能使学生具备良好的学习状态,形成理想的学习氛围,产生“乐学”的心理效应。教育心理学表明,“乐学”不同于认识过程,它不反映客观事物的本身,而是反映客观事物与人的需要之间的联系。大凡最优的“乐学”心理状态,一般渗透着情趣性、探索性、美感性、针对性、实践性等心理因素。下面分别谈谈这几种心理因素的应 Teaching practice shows that “learning” can enable students to have a good learning state, form an ideal learning atmosphere, and produce a “learning” psychological effect. Educational psychology shows that “learning” is different from the cognitive process. It does not reflect the objective thing itself, but reflects the relationship between objective things and people’s needs. Most of the best “learning ” psychological state, in general, penetrates the emotional, exploratory, aesthetic, targeted, practical and other psychological factors. Let’s talk about these psychological factors separately