Tolstoy once said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "The feeling of happiness is the best emotional foundation for learning. In the classroom, we find that when students like an activity, they will devote themselves wholeheartedly to get the highest learning efficiency and the best learning effect. Therefore, in classroom teaching, we should create a happy learning environment for children, stimulate a strong interest in learning, promote students' interest in learning mathematics, realize the automation of learning, and thus improve the efficiency of classroom teaching. So what? First, create a teaching situation to stimulate students' interest in learning mathematics. As the saying goes, "Interest is the best teacher". Only when students have a strong interest in learning will they actively participate in learning. Therefore, before exploring new knowledge, we should carefully create situations related to the teaching content, stimulate students' desire for knowledge and learning motivation, and make students' learning mood reach the best state. For example, when teaching Position and Direction, I designed an interesting story to arouse students' interest. The following is my teaching record: Teacher: Have the students ever played the game of cat and mouse? Student: No (causing the whole class to scream and the students are particularly excited) Teacher: Now let's play a cat-and-mouse game, shall we? Student: Good (very happy) discussion between teachers and students: the mouse first goes east 10m, then north 10m, then east 20m, south 10m, east 30m and north 30m. Go west for 40 meters, then go south for 30 meters and drill into the ground. How did the cat catch him? Determining the direction is a difficult problem. From this game, let students get familiar with the four directions of southeast, northwest and make full use of children's favorite activities to study, which is impressive and firm in memory. Bring this lesson to students with a vivid story of cat and mouse, and let students draw a picture with a blank piece of paper at home, saying that students are active, thus solving math problems and stimulating students' interest in learning. Second, let students explore and think about the study of spatial mathematics independently, which is not only a process of mastering concepts and formulas, but also a process of exploration and thinking. Students should be encouraged to go through the learning process of mathematics, experience mathematics from specific examples and put forward their own ideas in specific situations. There are different ways to answer the same question, so that students have the opportunity to explore and think about the question in their own way, and students should be allowed room. When I teach "10 addition and subtraction", let the students observe the diagram first, put forward the corresponding math problems, and then solve them by themselves. After listing the formula 10+5= 15, I let them express their opinions freely. Students spoke enthusiastically, some said they were observed in the picture, some said they were based on division and combination, and some said they were based on the composition of numbers. I first affirmed that their ideas were correct, and then asked them to compare which of these methods was better. I emphasize that: because 1 10 and 5 add up to 15, the idea of 10+5= 15 reveals the key point of this lesson. This not only gives students the opportunity to explore and think for themselves, but also allows them to compare which method is the best, which will be much more impressive than directly imparting knowledge to them. On this basis, I showed them other related formulas for them to calculate, and they quickly gave the answer. I asked them how they calculated so fast. Any tips? They were happy to tell me what they found, and then I guided them to get the rule that ten plus several equals ten. In this way, I let students find their own laws and urge them to think and re-analyze. After rethinking and exploring, the students got the law that a dozen MINUS a few equals ten, and a dozen MINUS ten equals several. This course leads students to break through one difficulty after another in the process of independent inquiry. Students not only discover knowledge happily, but also cultivate the consciousness of autonomous learning and innovative ability. Thirdly, in the competition, a large number of facts show that the competition is an effective means to stimulate students' learning. Junior students are eager to learn and express themselves, hoping to get the trust and praise from teachers and classmates. In teaching, we can carry out learning competitions such as "Compare with one another", "Strive to be a little mathematician" and "Arithmetic Challenge", so that students can learn knowledge, grow their talents and constantly improve their learning enthusiasm. In teaching, I often organize competitions such as "competition, competition" and "winning the red flag". Fourth, establish a teacher-student relationship so that students can enjoy happiness in harmonious communication. Mathematics teaching is not only the cultivation of mathematics literacy, but also the collision of teachers and students' hearts, the exchange of emotions and the edification of personality. Teachers must care for students, treat each student sincerely with their own love, be responsible for all aspects of students, and be their "teacher-oriented" friends. We should communicate with students more outside the classroom, listen to their voices, get close to students and get to know them. In this way, a strong teacher-student relationship has been established. Students really like math teachers and naturally like math classes. This interest in learning mathematics triggered by "love me, love my dog" is immeasurable. Interest is the secret of successful teaching.