【摘要】 学生深度学习情感的发生受到多种教学因素的影响。通过对105节智慧课堂教学视频的实证考察，运用视频分析法截取视频片段并标记编码，利用SPSS 27.0进行数据挖掘，采用逻辑回归分析得出情感积淀、情感升华和情感内化三个阶段的教学激发机制。实证发现：教学目标和教学内容在深度学习情感发生的不同阶段各有侧重；陶冶法对于学生深度学习情感发生有显著正向作用；教学媒体与教学组织形式对深度学习情感的激发具有显著影响；教师的综合性教学实践能力指引深度学习情感发生。设置阶段性的教学目标，以增进情感体悟；综合布局引发情境教学，以促进思维进阶和精神引领；情感互动层迭发展，以情感支持助推情感认同；促进教师自我治理，以树立情感教育价值观等，能更好地促进学生课堂深度学习情感发生。更多还原

【Abstract】 The occurrence of students′ deep learning emotion is influenced by a variety of teaching factors.Through the empirical investigation of 105 smart classroom teaching videos, video analysis was used to intercept video clips and mark coding, data mining was carried out by using SPSS 27.0,and logistic regression analysis was adopted to derive the teaching stimulation mechanisms in the three stages of emotional accumulation, emotional sublimation and emotional internalization.It is found that teaching objectives and teaching contents have different focuses in different stages of deep learning emotions; the cultivation method has a significant positive effect on students′ deep learning emotions; teaching media and teaching organization have a significant effect on deep learning emotions; and teachers′ comprehensive teaching practice ability draws deep learning emotions.Setting stage-by-stage teaching goals to enhance emotional realization; comprehensive layout triggering contextual teaching to promote thinking progression and spiritual leadership; emotional interaction layer-by-layer development to promote emotional identity through emotional support; and promoting teachers′ self-governance to set up the value of emotional education, etc.,can better promote students′ deep learning emotions in the classroom.更多还原