在教学活动中,个体对外界的信息不是被动地感应,而是实现着对外界信息的有机重组,是一个主观能动地反映过程。在这个过程中,个体的认识方式存在着感知、记忆、思维、想象的较稳定的倾向性特征,教师应充分地认知和把握这些重要的教学心理机制,积极地对个体的认知方式作良性的引导,使个体的认知心理构建在健康的基础上,固本培源。当代教育界结合这一教学过程经过近几年教学科研与实践,总结出一些先进的素质教育模式,如:“愉快教育法”“情意教育法”、“成功教育法”和“赏识教育法”等。其中,“赏识教育法”吸纳了其 In teaching activities, individuals do not passively sense information from the outside world, but instead realize the organic reorganization of external information, which is a subjective and dynamic reflection process. In this process, the individual’s cognitive style has a more stable tendency of perception, memory, thinking, and imagination. Teachers should fully understand and grasp these important psychological mechanisms of teaching and actively engage in individual cognitive styles. Benign guidance enables the individual’s cognitive psychology to be built on a healthy basis, and to cultivate the source. The contemporary education industry has combined this teaching process with teaching, research and practice in recent years, summing up some advanced quality education models, such as: “Happy Education Law,” “Sentimental Education Law,” and “Successful Education Law.” And “appreciation education law ” and so on. Among them, the “Appreciation Education Act” absorbs its