This paper expounds how to make mathematics class more vivid from the first impression of "prologue", teachers' language and teaching methods, so as to improve middle school students' interest in learning mathematics. Keyword math class is more vivid. Because of its strong theory, some basic concepts and principles are abstract and boring, which has a certain gap with junior high school students' age and psychology, resulting in students' lack of interest in math classes. So, how to have a good math class? In my opinion, in addition to studying the textbooks carefully, teachers should also make the math class more vivid, cultivate students' interest in learning from the side, and let them have the requirements and ability to acquire knowledge. In the teaching practice in recent years, I have the following attempts and experiences: First, a vivid math class begins with the first impression of "prologue". From the perspective of psychology and people's understanding of the objective world, people's first impression of things is very important. Students in Grade Two have just started to learn mathematics. How can we make students have a good impression on this course, so as to stimulate their interest in learning and arouse their enthusiasm for learning? The key is to have a good initial lesson. So this course can be taught in many ways. At first, I did a lot of interesting experiments in class. At the end of this class, I told some interesting stories about mathematics and scientists trying to climb the peak of science. The students found it novel and everyone was interested. After class, let students go into the laboratory and do experiments by themselves. In the homework, students are assigned to write "mathematical phenomena you see". Through this teaching process, the first impression given to students is that mathematics is interesting. Educational psychology points out that interest is the basis of attention and the motive force of seeking knowledge. There are many ways to cultivate and stimulate students' interest in learning mathematics, and classroom teaching is the main form. As the saying goes, "A good beginning is half the battle". Mathematics is a new subject for junior two students. They come to class with strong curiosity and thirst for knowledge. If it is not handled properly, students with learning difficulties will lose interest in learning mathematics. Therefore, we should carefully design before class and have a good start at the beginning. When giving lectures, they should try to stimulate students' interest. First of all, they should design the "prologue" of each class, tell new ideas and tell what students can't see between the lines. Because the first source of students' interest in knowledge is the teacher's "opening remarks" on each subject, unit and topic. Practice has proved that "prologue" is often related to the success or failure of the whole teaching. Reveal the position and function of mathematics in various disciplines with "preface" Explain to students that mathematics is a knowledge to study the basic laws of material movement. In the six basic disciplines of astronomy, geoscience, biology, mathematics, mathematics and chemistry, from the perspective of modern science and technology system, heaven, earth, life and culture can all be attributed to mathematics and mathematics; Modern engineering technology is also supported by mathematics. It also expounds the important influence of mathematics on modern science and its great achievements in high-tech field. So as to stimulate students' interest in learning mathematics, and often lose no time to guide students into the exquisite science hall of mathematics, and draw nutrition from it with great interest and courage. For example, I made it clear to the students in the first class that "mathematics is the first subject for every student, and there is no basic difference between them." Just like the 100-meter race, everyone is at the same starting line, and you are all mine ... "Second, vivid math classes should focus on cultivating interest in learning. In classroom teaching, the teacher is the organizer and participant of teaching activities, and he is always at the center of teaching activities. Only when teachers are affable and respected can they strongly attract students, actively and effectively influence students and stimulate their interest in learning. Otherwise, if the teacher is indifferent, knowledgeable, neither amiable nor respectable, then students will be disheartened and lose interest in learning. Therefore, teachers must be affable and respected in class. First of all, teachers should be amiable. Class should be full of passion, full of energy, smiling, kind and natural, and don't keep a cold face. Learn to care about students, always pay attention to observe and grasp students' acceptance ability and reaction, and solve problems for students. You must not ignore students and give lectures blindly. In class, teachers should not treat students cynically and hurt their self-esteem. If students' distraction affects classroom discipline, teachers should try their best to adopt suggestive methods, such as asking questions, appropriately improving the speed or intonation, so that students can consciously understand and correct their mistakes, and they should not be rude and angry, and often reprimand them in public, which will only lead to the deterioration of the relationship between teachers and students and make students lose interest in learning. We should respect and trust students, let them dare to speak and ask questions, and allow and encourage students to argue and discuss problems with teachers. "Problem situation" refers to a problem that is integrated with some specific situations. Integrating mathematical problems into some situations that students like to hear can stimulate students' enthusiasm for exploring new knowledge and urge them to devote themselves to learning new knowledge. Teaching practice tells us that in the process of classroom teaching, teachers consciously create situations and introduce students into situations by asking some enlightening questions related to the text, which is easy to stimulate learning motivation and cultivate learning interest. For example, when I was talking about the plane Cartesian coordinate system, I played a clip of Titanic to my classmates with multimedia, claiming to be the largest cruise ship at that time. When the horn sounded slowly, I told them how heavy the ship was. But it can firmly grasp the direction, why? The atmosphere of the students' speech was even more enthusiastic than I expected, which completely achieved my expected effect. This not only improves their interest in learning, but also makes them fascinated by math classes. Humor in language can also stimulate students' interest in learning. Raymond Mayer, a famous French speaker, famously said, "It is more acceptable to tell serious facts in a humorous way than to say them directly." The concepts and principles in math class are abstract, but the content is serious truth. To make these abstract and boring concepts and principles acceptable to students, teachers should skillfully use humorous language and examples around students to stimulate and inspire students in teaching. This can not only inject vitality into the tense, dull, dull and boring classroom atmosphere, but also form a relaxed, happy and harmonious learning atmosphere, so that students can consciously enter a state of being willing to learn. For example, when I was talking about "Intersecting Lines and Parallel Lines", I told the true story of French pilots grabbing a German bullet at high altitude during World War I; When talking about statistical investigation, explain why people say "soaked chicken" instead of "soaked chicken" in daily life; When talking about "inequality and unequal groups", I quoted Chairman Mao's famous sentence: "Fish is shallow" as an example. In this way, the original boring and abstract teaching content can become lively and interesting, vivid, with strong appeal, making the classroom atmosphere active and knowledge propaganda relaxed and happy. Third, vivid math classes should pay attention to the flexibility of teaching methods. Whether the teaching method is appropriate or not plays a decisive role in students' interest in learning. Teachers should be good at designing corresponding optimized teaching methods according to different teaching types, knowledge content and students' basis, so as to mobilize students' enthusiasm to the maximum extent, thus giving play to students' creative thinking and achieving the best teaching effect. For example, Bohr's atomism is very abstract and difficult to understand. When dealing with this kind of teaching material, we should not directly contact the subject at once, but adopt a circuitous and gradual way to make it easier and more natural. For another example, parallel separation is widely used and has strict conditions, so it must be used with extra care. If we adopt the method of setting up doubts and obstacles, practicing and discussing while talking, leading students into the maze and participating in teaching, it will definitely arouse students' interest and make great achievements. Interest learning can not only make students concentrate on their studies and think positively, but even reach the point of forgetting to eat and sleep. Learning without interest is tantamount to a kind of hard labor, busy getting away. Confucius said, "Those who know are not as good as those who know; Good people are not as good as happy people. " Learning interest is the "best teacher", and the organic combination of direct interest and indirect interest is an important condition to improve the effect of mathematics learning. So how to improve students' interest in learning mathematics, especially rural middle school students with poor overall foundation? According to my many years of teaching experience, I think that improving students' interest in mathematics learning can get twice the result with half the effort. Generally speaking, if students are interested in something, they will actively explore and understand it and master it quickly. Therefore, in order to achieve its teaching goal, mathematics education must first solve the problem of interest, and mobilizing and maintaining students' interest in mathematics learning is the premise of learning mathematics well. In a word, the success of any student's study is the result of mutual influence and interaction between intellectual factors and non-intellectual factors. Therefore, in teaching, we should consciously, actively and seize the opportunity to stimulate students' non-intelligence factors, especially interest factors, so as to make mathematics lessons more vivid and improve teaching quality better.