The art of education is to make students like what you teach. "The problem is not to teach him all kinds of knowledge, but to cultivate his interest in learning ..." Therefore, we should pay attention to stimulating students' interest in learning in math class and make math class full of interest.

First, create an "environment" to attract interest and create a classroom atmosphere

The research shows that the learning effect of the class with good classroom atmosphere is higher than that of the class with poor classroom atmosphere when the learning content and learning methods are basically the same. In other words, in a good environment, students' emotions can be infected, and it is easy to show a positive and prominent tendency, thus promoting students to learn more effectively. Therefore, teachers should be good at using their own etiquette to improve the classroom. Create a lively and harmonious teaching atmosphere. It is especially pointed out here that the sense of humor expressed by teachers plays an important role in regulating the classroom atmosphere. For example, when teaching grade four parallel lines, it is not easy for students to understand the limitation of "in the same plane" in the definition of parallel lines. This is because primary school students lack the concept of space and feel abstract about non-planar straight lines. I'll give them an example: "Have you ever heard of an accident in which a car driving on the bridge deck collided with a ship driving on the river under the bridge?" Students think the teacher's question is too funny, and they all answer "absolutely impossible, because there is a height difference between the car and the boat, and it is impossible to intersect." I told them: that's because two routes (that is, two straight lines) are not on the same plane. An interesting example explains an abstract mathematical truth. Therefore, teachers should be good at using humor to enliven the classroom atmosphere and let students study easily and happily, which will be beneficial to classroom efficiency.

Second, set up "questions" to guide interest and carefully design questions.

Bruner once said: "Providing children with challenging questions can make students' thinking develop more fully." Therefore, teachers should be "precise" in designing problems, grasp the important and difficult points in teaching, and carefully design problems. For example, when teaching Elementary Arithmetic, the key lies in students' understanding of the operation order. Therefore, the author designs the question: "According to what? What do you ask first? What is the basis? What else do you want? Why? ..... "This concise question not only solves the key points, breaks through the difficulties, but also guides the learning methods, which not only enables students to correctly master the operation sequence, but also cultivates the habit of carefully examining questions. Second, we should be "deep" and design some questions with a certain slope according to students' existing knowledge level and acceptance ability, which can make students in intense and active intellectual activities and arouse their enthusiasm for exploring questions. Encourage students to ask questions and finally summarize the algorithm, which not only fully mobilizes students' enthusiasm and initiative, but also enhances students' sense of independence.

Third, stir up "doubts" and create problem situations.

"Doubt is the conditioned reflex that most easily leads to inquiry, so thinking arises at the historic moment." It can be seen that only by keeping students in the psychological state of finding problems and creating difficulties can students' strong desire for knowledge and interest in learning be stimulated.

For example, when teaching the content of "flat year and leap year", the author considered that the content was boring, so he designed such a question: "His nickname is 7 years old this year, and his younger brother Xiaogang has only had three birthdays since he was born. Who knows how old Xiaogang is this year? " When this question came out, all the students were puzzled. Xiao Ming is seven years old, but his brother has only three birthdays since he was born, which contradicts the students' original knowledge and experience and forms a "cognitive conflict". If students want to solve this problem, learning the knowledge of "leap year and average year" has become their deep desire. Only in this psychological state can students independently carry out learning activities and give full play to their main role.

Fourth, consolidate interest by "using" and carefully design exercises.

Bruner believes that "the best learning motivation is that students have an inherent interest in the materials they have learned". Therefore, when designing practical lessons, teachers should pay attention to creating situations and stimulating interest like new lessons. If the whole class is monotonous practice, it is easy for students to have negative emotions. On the contrary, creative, novel, rich and interesting exercises will definitely make students enjoy it. It can not only promote students' positive thinking, but also make them experience the success of seeking true knowledge and increasing their talents. For example, after teaching "carry addition and subtraction within 20", in order to help students master this knowledge point skillfully and meet the requirements of oral calculation, teachers can create a "mathematical kingdom" story situation, so that every student can participate in it and be immersive. Become a member of the kingdom. In this kingdom, some interesting and challenging links can be created, such as Woodpecker Hospital, Climbing the Peak, I am a Little Postman and Quietly Answering. I believe that the design of these links will make students like mathematics and are more willing to learn it.

Five, "dynamic" lively and interesting, using multimedia

Audio-visual education introduces multimedia into mathematics teaching, which can not only listen, but also watch. This teaching effect is unique. Audio-visual education media has its own characteristics, integrating sound, color, light and pictures, stimulating students' multiple senses at the same time in its unique way, so that students can participate in learning more attentively and actively. While students are very involved, multimedia dynamic pictures can highlight key points and break through difficulties.

For example, in the teaching of "straight line and line segment", the picture of "PHS and Xiao Qingling take us to the kingdom of mathematics" is first presented by multimedia. After a short talk, the question is "Would you like to go? There is a lot of mathematics knowledge waiting for you to learn in the mathematics kingdom. See what we are going to learn today? " Then show two groups of "line contrast diagrams" and ask, "What's the difference between the left and right groups of lines?" "What is a straight line?" Then use the dynamic diagram to guide students to know the straight line. "PHS and Xiao Qingling will change a little magic for you." At this time, dynamic demonstration is used: a bright spot appears first, and from this bright spot, the bright spot gradually extends to the left and right, becoming a straight line. At this time, the teacher told us that the demonstration of this audio-visual means is more vivid, intuitive and interesting from static to dynamic, and then to static.

In short, strong interest in learning and positive emotions can be transformed into learning motivation, and using such motivation to promote learning will inevitably produce positive results. As a teacher, we should carefully design the teaching process, integrate knowledge and skills, process and methods, emotional attitudes and values into teaching, create a relaxed and happy teaching situation, create an interesting environment, set up "questions" to guide interest, and "instruct". Lively "dynamic" interest makes mathematics learning no longer a burden for students, but an activity of self-demand, so that they can gain interest in inquiry and experience the pleasure of understanding, discovery and creation in the process of learning.