人们通常运用辩证唯物主义的内外因关系来解释教与学的关系。其实外界的影响刺激首先在学生的内心引起的是情感体验,由情感而产生兴趣和求知欲,强烈的兴趣和求知欲望使学生产生学习的动机需要,动机需要再驱使人们沿着外界刺激影响的目标去奋斗努力,从而达到学习的目的。由此可见,兴趣是在外界影响刺激下产生,但兴趣并不是被动的产生就终止,而是在兴趣的驱使下,使受体去更进一步的接受和感知外界的刺激影响,从而产生更高层次的兴趣需要。这样周而复始,形成良性循环,这便是兴趣在学习过程中的积极能动性,有了这种能动性,学生在学习过程中就会产生内驱力,从而达到轻松愉快的学习目的。素质教育的实质是要培养全面发展的人才,而全面发展的人才则需要全面接受 People often use dialectical materialism to explain the relationship between teaching and learning. In fact, the impact of external stimuli in the first place is caused by the emotional experience of students, from the feelings of interest and curiosity, a strong interest in learning and desire to make students have the motivation to learn needs, motivations need to drive people along the external stimulus Goal to work hard, so as to achieve the purpose of learning. Thus, the interest is generated under the influence of external stimuli, but the interest is not passive to terminate, but driven by interest, to accept the receptor to further accept and perceive the external stimulus, resulting in higher Level of interest needs. Such a cycle, the formation of a virtuous circle, which is the interest in the learning process, the initiative, with this initiative, students will have an internal drive in the learning process, so as to achieve a relaxed and happy learning. The essence of quality education is to cultivate all-round development of talented people, while all-round development of talent needs to be fully accepted