尽管情绪追求通常是无意识的,但是“趋乐避苦”特性对学生学习动机和行为的影响是巨大的,它在一定程度上规定了学生对学习活动的方向选择和行为意向。从学生课堂学习行为的动机取向来看,学生接触某一课堂教学情境时,并非主要从课堂内容的性质和最终的社会价值认知性角度对之反应,而是更多的从这堂课的内容和形式是否“有趣”的情绪性角度对之进行评估,并据此决定自己的学习行为。这在高一高二的英语教学中体现的较为明显,在高三毕业班的 Although the pursuit of emotions is usually unconscious, the influence of “chaos avoidance” on students ’learning motivation and behavior is enormous. It defines to some extent students’ choice of direction and behavior intentions. From the point of view of students’ motivation in classroom learning, when students contact a classroom teaching situation, they do not react mainly from the nature of the content of the class and the ultimate cognition of social values, but more from the perspective of the class Content and form of whether the “interesting” of the emotional point of view of its assessment, and accordingly determine their own learning behavior. This is reflected in high school sophomore English teaching is more obvious in the third year of graduation