在小学数学课堂教学中,学生的行为参与并不一定伴随着积极的情感投入,学习专心的学生不一定是“会”学习的。因此,不能说有了行为参与就代表学生有了心理投入。单纯的行为参与并不能促进学生高层次思维能力的发展,只有以积极的情感体验和深层次认知参与为核心的学习,才能促进学 In primary school mathematics classroom teaching, student behavior participation is not necessarily accompanied by a positive emotional input, learning to concentrate on the students are not necessarily “will” learn. Therefore, we can not say that having the participation of behavior means that we have psychological input on behalf of the students. Simple behavior participation can not promote the development of students’ high-level thinking ability. Only by learning with positive emotion experience and deep cognitive participation can promote learning