Mr. Tao Xingzhi, an educator, said: "Teacher Wang's responsibility is not to teach, but to teach students to learn." If students do not study properly, they can only "get twice the result with half the effort", which increases the difficulty of learning and loses their interest in learning. This is a test of ancient Confucius' "knowledge is not as good as knowledge, and knowledge is not as good as knowledge". Therefore, in teaching, only by paying attention to the stimulation and cultivation of students' interest in learning and making them eager to learn can students develop in an all-round way and achieve our teaching goals. In mathematics teaching, many students and a few teachers will think that mathematics is a boring subject. In this misunderstanding, it is particularly important to cultivate students' interest in learning mathematics. Once students are interested in learning mathematics, they can feel the fun of learning mathematics, swim in the ocean of mathematical knowledge and feel the ease of learning mathematics. In this way, both top students and students with learning difficulties will gain something on the original basis, thus improving their interest in learning mathematics and gradually improving their grades. Therefore, as a primary school mathematics teacher, we should constantly improve our teaching art, proceed from the content of teaching materials and students' reality, and use various reasonable methods and means to stimulate students' interest in learning, mobilize students' interest in learning, mobilize students' enthusiasm for learning, and make teaching receive good results. Teaching can start from the following aspects to improve students' interest in learning.

First, ask questions to stimulate curiosity.

Pupils are young and weak in learning consciousness, but at the same time they are curious and competitive. Based on this feature, in primary school mathematics classroom teaching, teachers can carefully set questions according to actual textbooks and stimulate students' interest in learning by stimulating their curiosity. For example, in the "Characteristics of multiples of 3" class, instead of telling students the characteristics of multiples of 3 at once, let several students name a few integers at will to "test" the teacher, and the teacher will immediately make an accurate judgment: which are multiples of 3 and which are not multiples of 3, and let the students verify them in class. When the students found that the teacher's judgment was very accurate, they were very surprised: the teacher is really a god! How did you know the answer so quickly? At this time, the students' curiosity was activated and their attention was immediately attracted. At this point, the teacher asked again, "Do you want to know how the teacher judged it?" Students can't sit still any longer, and their desire for knowledge is high, which creates a good learning atmosphere for the next lesson "Characteristics of multiples of 3".

Second, create a scene and create an atmosphere

Most of the problems in mathematics textbooks are simplified or mathematicized. In order to make students better understand the thinking method of mathematics and improve their ability to analyze and solve problems, teachers must be good at discovering and excavating some divergent and interesting problems in life. Daily life practice contains rich mathematical knowledge. Putting forward mathematical problems that students can observe in mathematics teaching can inspire students to think, stimulate students' interest in learning, eliminate students' strangeness to mathematics knowledge, truly feel that mathematics is around them, and let students truly appreciate the interest and practicality of mathematics learning. For example, after teaching for years, months and days, we can come up with such a thinking question: Dad is on a business trip and Wang Ling is at home every day. Here, we should consider several possible situations in the next two months in combination with the actual life. The answer is also diverse. For another example, in the lesson of "Understanding Angle", "Angle is two rays triggered by an endpoint", which is not easy to understand and very abstract. In teaching, it can be described as follows: in midsummer, it is hot and hot, people are used to enjoying the cool under the tree, and children are playing under the tree. Look, the teacher is coming. The teacher swings his arm in the shape of walking and hangs a schematic diagram: the arm is at an angle with body form. Some children are playing on the swing, showing a map of the swing. At this time, the teacher immediately turned to get down to business. The teacher said: "the swing of the arm and the swing of the swing are a mathematical concept." At this time, students have a strong interest and will think: How can swinging arms and swings be associated with mathematical concepts? At this moment, the spark of thinking is not spontaneously ignited. In this way, students can learn from life, stimulate their interest in learning, improve their problem-solving skills and cultivate their ability to solve problems according to actual conditions.

Third, stimulate interest in learning through hands-on operation.

Hands-on operation is not only an important way for students to understand concepts, but also an important method and means to promote students' active participation and interest. In teaching, through practical activities such as posing, drawing, measuring, folding, spelling and comparing, students can change abstraction into intuition, enrich their perceptual knowledge, let them experience the process from image to representation, from representation to concept, from perceptual knowledge to rational knowledge, and promote the internalization of knowledge. Consciously use knowledge to solve problems. In a word, it is to make hands-on operation an active learning activity, which has the characteristics of concrete image, easy to promote interest, easy to establish appearances and easy to understand knowledge. It requires students to participate in activities with multiple senses, think with their brains and express with their mouths. Students are also required to be independent and master abstract mathematics knowledge in pleasant operation activities, which not only develops students' thinking, but also improves students' interest in learning. As a teacher, we should handle teaching materials as well as possible, develop teaching materials resources as much as possible, and find methods suitable for students. Hands-on operation is an effective learning method. For example, when teaching the "Preliminary Understanding of Corner", teachers first show the red scarf, triangle, folding fan, clock face and other objects, guide students to observe the angle of the objects, initially perceive the shape of the angle, and then show direct vision to help students establish the appearance. On the basis of intuitive understanding of the angle, students can strengthen the appearance of the angle in their minds through practical operations such as folding the angle with paper and making the angle with movable paper strips. The operation process is a process in which students use their hands and brains. When students operate correctly, it shows that they have correct thinking and a certain understanding of mathematical knowledge, so that the knowledge they have gained is clear and profound.

Fourth, stimulate interest in learning through classroom games.

Introducing games into the classroom and teaching in games can enable students to consolidate their teaching knowledge in relaxed and happy activities. For example, when I talked about equal opportunities in the possibility class, I used the game "Grab 30" at that time. After reading the rules of the game, I said, "I'll be the champion. Let's play together." The enthusiasm of the students is very high. I asked the classmate who raised his hand first to come up and play. I said, "Let you count first, and I'll report later." ..... After a round, some smart students thought it was a problem. The second one won't be fooled again. He insisted on counting later. It's a pity that he failed to grasp the crux of the problem and the key figures, but he still lost. Another round passed, when some students understood the problem. After several attempts, the students learned the skills of the game. Through games, personal experience will bring deeper understanding than simple teaching and promote students to further consolidate their knowledge.

Fifth, cultivate interest in learning through skilled practice.

Teachers should carefully design some exercises in class to keep students' interest in learning. In the design of classroom exercises, we should not only pay attention to practical results, scientifically arrange the levels and methods of exercises, but also make use of the curiosity and enthusiasm of primary school students to arrange some game exercises in a timely and appropriate manner, which is an effective means to enhance the interest in practice. Let students enjoy it and want to climb up again. For example, in the practice class of teaching addition and subtraction within 20 minutes, I designed two questions: ()+() =15; () = ()-3 and so on. First, let the students compare who gets the most answers. Then I asked the students to report the results. I evaluated and encouraged every answer in time, which made students experience the fun of creative problem solving and further stimulated their interest in learning. This design can not only arouse students' competitive consciousness, but also get opportunities for self-evaluation and self-expression, which fully shows that skilled practice can achieve the purpose of improving learning interest.

Six, contact life, apply what you have learned

Mathematics originates from life and is used in life, especially in primary school mathematics. Almost everyone can find their own "prototype" in life. Life-oriented classroom teaching is a prominent feature advocated by the new curriculum. Strengthening the connection between mathematics and life is also an effective way to apply what you have learned and a good way to improve students' interest in learning. For example, in the teaching of simple calculation of mathematical addition and subtraction, I designed a shopping activity:-the customer has 365 RMB, and should pay for the goods 198 RMB. He paid the clerk 200 yuan, the clerk got 2 yuan back, and the customer still had 167 RMB. Mathematical formula: 365-198 = 365-200+2 =167 yuan; The shop assistant has 665 yuan, which she should receive 198 yuan. When she receives RMB from 200 yuan, she should ask for 2 yuan. In reality, it is 863 yuan, and the mathematical formula is 665+ 198 = 665+200-2 = 863 yuan. Shopping is a very familiar thing for students. Some simple addition and subtraction operations are extracted from the activities, which not only grasp the teaching key points, but also break through the teaching difficulties, so that students can easily understand the truth that "if you add more, you will reduce more, and if you reduce more, you will add more". By connecting with practice, it not only improves students' interest in learning, but also achieves the purpose of applying what they have learned.

Vii. Vivid language to stimulate interest.

Stimulate interest in learning with vivid language. Let the teaching language be full of emotion. As we all know, in many disciplines, it is generally believed that mathematics is boring, monotonous and boring, and the content arrangement of mathematics itself is not as vivid as Chinese. If you don't spend some time in the teaching process, it is difficult to arouse students' enthusiasm and enthusiasm. In order to make the class lively, I try my best to express the language vividly, vividly and emotionally in teaching. Even for the evaluation of students' speeches, I pay attention to the wording and tone, and give intensive encouragement and praise. In teaching, we should strive to be vivid and diverse, combine dynamic and static, arouse students' enthusiasm for learning, let students actively express their views and ideas anytime and anywhere, and start work if they want to talk. Hands and mouth are the best ways to stimulate students' brains. So when teaching students to recognize and count, I use concrete images and some interesting stories to stimulate students' interest. For example, in order to let students remember the shape of the number 1-9, I taught them to recite the jingle: "1 is like chalk, 2 is like duck, 3 is like ear, 4 is like flag, 5 is like hook, 6 is like whistle, 7 is like silver hoe, 8 is like gourd and 9 is like tadpole." Help students memorize glyphs. Through this kind of teaching, the content of mathematics is endowed with certain emotional color, and the knowledge of mathematics is infiltrated into fairy tales, thus stimulating students' interest in learning mathematics.

Eight, by encouraging creativity, sublimate interest in learning.

In teaching, teachers put forward some enlightening questions timely and skillfully for students to think and answer, affirm students' accurate answers, inspire and encourage students who don't know how to answer questions, adopt encouraging language, and pour more tolerance, respect, understanding, trust, praise and encouragement, so that students can have an emotional experience of "learning success", form a happy learning mentality, and learn more actively. Even if it's just a sentence, "You speak so well!" "You are great!" "You are a clever boy", even a red flag or a star will achieve unexpected results. Regardless of the size of success, we should give an encouraging evaluation, so as to give children a sense of satisfaction with success. Let students have the opportunity to fully display their talents, let them truly experience the joy and joy of creation, thus mobilizing students' learning enthusiasm and playing a positive role in promoting students' interest in learning mathematics.

To sum up, teachers should attach importance to students' learning process in teaching, fully mobilize students' enthusiasm and initiative in learning, integrate interest into teaching, and keep students' attention focused on the classroom. In this class, teachers are relaxed and happy, and students are active, thus improving students' comprehensive quality and teaching efficiency.