通过采用情境启动的实验方法,探讨教师自主支持(高自主支持/高控制)和班级目标结构(掌握班级目标结构/表现班级目标结构)对学生学习情感和学习投入的影响,可以发现:教师的自主支持对学生的学习积极情感和学习投入具有显著的影响;班级目标结构对学生的学习情感具有显著影响,但对学生的学习投入没有显著影响;教师自主支持和班级目标结构的交互作用不显著。 Through the use of situational experimental methods to explore the influence of teachers’ autonomous support (high autonomy support / high control) and class goal structure (mastering the goal structure / performance goal structure) on students’ learning emotion and learning input, it can be found that teachers’ Self-support has a significant impact on students’ positive emotion and learning input. Class goal structure has a significant impact on students’ learning emotion, but has no significant effect on students’ learning input. The interaction between self-support of teachers and class goal structure is not significant .