Combined with the knowledge of middle school students' learning psychology, this paper tries to explain how teachers can stimulate students' mathematics learning in mathematics teaching from the following aspects:

Suhomlinski, a famous educator, once said: "If teachers don't try their best to make students enter a high-spirited intellectual state and are eager to impart knowledge, then this kind of knowledge can only make people have an indifferent attitude, and emotional mental work will bring fatigue."

Classroom teaching is a bilateral activity between teachers and students, and the process of mathematics teaching is not only a process of imparting knowledge, but also a process of emotional communication between teachers and students. In classroom teaching, we can explore the positive factors of emotion from the following aspects to promote students' pursuit of mathematical knowledge and mathematical activities themselves.

1, Educational Psychology

Mathematics teaching psychology is a new branch of psychology, which is currently in the stage of exploration and research. Its system and theory are not perfect, and there is still a lot of room for optimization.

This subject is helpful for teachers to analyze students' learning psychology, explore students' learning process and provide practical learning and teaching reform ideas for teaching. Educational psychology and teaching psychology are helpful to improve the teaching mode, protect the mental health of teenagers in China and create a positive learning and teaching atmosphere.

2. Students' cognitive psychology and psychological application.

At present, students' learning methods need to be improved, mainly because the learning process is not gradual, interlocking and arbitrary. For example, when learning knowledge by rote, they can't find learning rules and skills, are insensitive to related knowledge, and some even follow outdated, monotonous and mechanical learning methods.

The weak thinking ability is mainly reflected in the weak mathematical foundation and poor understanding of language and characters, which affects mathematics learning and even fails to form a reasonable knowledge structure or even understand the relationship between mathematical concepts and theorems. Knowledge learning is not systematic, which can not effectively make learning orderly and regular.