Second, abstract reading guidance. Everyone is curious about the unknown, and lecturers can stimulate students' curiosity with a lot of abstract knowledge they usually master. For example, when explaining ellipses, you can spend about ten minutes telling you about the operation of celestial bodies and explaining why they operate in an elliptical way. After that, I believe that everyone's attention will increase.
Third, interest guidance. Students are more willing to participate in what they like. For example, most students can play online games now, which is not a good thing at first, but later lecturers can't fundamentally put an end to such things. Why not use these to promote students' learning? For example, when we explain the probability, we can talk about online games, what is the probability of winning with some equipment in the game behavior, and so on. And tell them from the side that learning this lesson well will be of great help to play the game well in the future.
Students have long been tired of listening to those false truths. If the teacher says "five stresses, four beauties and three loves" in class, it will undoubtedly arouse the disgust of all students. Starting from the topics they care about, it is relatively easy to stimulate their enthusiasm and persistence in learning.