Interest in learning is the most realistic and vivid psychological component for students to learn mathematics well, an important source of learning motivation, and interest is the best teacher. Confucius said, "The knower is not as good as the doer, and the knower is not as happy as the musician". Professor Ding Zhaozhong, a famous modern physicist, once said, "The most important thing in any scientific research is whether you are interested in what you are doing, such as doing physical experiments, because I am interested, even staying in the laboratory for three days and three nights, next to the instrument, I am eager to find what I want to find." It is because of this interest in science that Professor Ding finally discovered the "J" ion and made great contributions to the cause of physics. As can be seen from the thought of the great Tessa, the driving force of keen interest on learning is incomparable to any coercive force. Therefore, in the process of mathematics teaching, we should try our best to stimulate students' interest in learning, optimize classroom structure, constantly improve teaching methods and improve classroom efficiency. First, establish a new democratic and harmonious relationship between teachers and students, harmonious feelings between teachers and students, let students learn mathematics under the belief and worship of teachers, and cultivate students' interest in learning. A good and harmonious relationship between teachers and students is a necessary condition to effectively carry out educational activities and complete educational tasks, and it is also the key to being interested in learning this subject. Teacher-student emotion is not only the basis of teacher-student communication, but also the key to make students interested in teaching. Teachers are the leaders of students' emotions, and loving students is the premise of mathematics teaching. Only by pouring teachers' emotions into mathematics teaching and stimulating students' learning emotions can students participate in mathematics learning more actively, which is an effective way to cultivate students' interest in learning. As the saying goes, "Learn from your teacher and believe in it." Students' likes and dislikes of a certain subject are largely related to whether they like teaching teachers or not. If students like a teacher, they will naturally like the lessons he teaches, find the contents he teaches lively and interesting, and consciously accept the teacher's teaching. I remember the educator Tao Xingzhi once said, "A teacher's greatest success is to teach his students to like learning the subjects he teaches." . Therefore, in the teaching process, teachers should pay attention to regulating students' emotions and let them enter the learning situation confidently and happily. Teachers should talk to students more often in peacetime, understand their ideological trends, be their mentor, and establish a democratic and active classroom atmosphere. Only teachers' teaching is full of fun, students' learning can be lively, and students' dominant position and teachers' leading role can be fully brought into play. Only in this way can students like this teacher and then like the course of mathematics. Second, skillfully set the lead, create problem scenarios, and stimulate students' interest in learning. As the saying goes, "Interest is the ancestor of enlightenment." If you are interested in learning, you will have the awareness of learning, and the awareness of learning will be transformed into internal motivation, and you will have the desire to discover new things. Einstein also pointed out in the article "On Education": Old schools require students to have too much "curiosity", while we want students to have "curiosity". Make use of the interest of some math problems to create a situation that can effectively arouse students' learning motivation and interest, make students' brains in the most active state, and encourage students to study happily and explore keenly, so as to master certain learning methods and basic knowledge and form certain skills. For example, when teaching the application of similar triangles, I designed the problem situation like this: There is an unattainable flagpole, how can I measure its height? In this way, by setting questions, students' interest in exploring new knowledge is stimulated, students are prompted to think positively, and the acceptance of knowledge is changed from passive to active, and good teaching results are achieved. Third, make full use of multimedia-assisted teaching, constantly improve teaching methods and enhance students' interest in learning. In the traditional classroom teaching process, teachers impart knowledge and skills to students. The teaching contents, strategies, methods, steps and even exercises done by students are arranged by the teacher in advance, and students can only passively participate in this process. In this way, teachers' subjective consciousness is the main factor, and students are completely in a passive position. Multimedia courseware can combine the audio-visual function of TV with the interactive function of computer, produce a new way of man-machine interaction with pictures and texts, and can give immediate feedback. In this interactive learning environment, students can choose what they want to learn, choose exercises suitable for their own level, or choose different teaching modes to study according to their own learning foundation and interests. This interactive way is of great significance to the teaching process. The position and function of teachers are mainly manifested in cultivating students' ability to master information processing tools and analyze and solve problems, changing the traditional teacher-centered and classroom-centered education model and achieving good results. For example, when teaching the nature of congruent triangles, I animated the length of three sides of a triangle into the length of three sides corresponding to two congruent triangles and another triangle. Students clearly draw the conclusion that congruent triangles's corresponding sides are equal, and I demonstrate their corresponding angles in the same way. Students can easily come to the conclusion that congruent triangles's corresponding angles are equal, thus deeply understanding two properties of congruent triangles. When teaching the concept of similar quadratic roots, I designed a game of "finding friends with similar quadratic roots". Prepare similar matching cards in advance. After class, each student will send a card, so that one student can find a similar friend on his card and find a suitable similar friend to sit at the same table, and another student who is "squeezed out" will stand up and look for it. Students quickly mastered the judgment rules of similar quadratic roots in a happy and dedicated atmosphere, and the rules of similar quadratic roots were successfully solved in the discussion at the same table. The whole class was mobilized, which also reflected the spirit of unity and cooperation among students and the spirit of helping each other to learn, and students' interest in learning mathematics was stimulated. Fourth, through discussion, communication, cooperation and inquiry learning. While cultivating students' ability of cooperation and communication, mobilize each student's awareness of independent participation and enthusiasm for learning and enhance their interest in learning. The traditional mathematics classroom teaching mainly adopts the "indoctrination-acceptance" teaching mode, and students are only knowledge importers, with weak sense of participation and low learning efficiency. Practice has proved that classroom teaching will be efficient only if students actively participate in the process of mathematics learning. For example, when learning the section "the positional relationship between a straight line and a circle", first let the students prepare a wooden stick and make a circle with aluminum wire. Then, the teacher guides the students to explore the positional relationship between the straight line and the circle. Through independent inquiry and cooperative communication, students will quickly master what they have learned. Therefore, only by actively participating can students show curiosity and thirst for knowledge in their learning activities, and their emotions, attitudes, interests and abilities can be fully developed. Five, closely combined with the actual life, design practical activities, improve interest in learning. The new curriculum standard points out: "There is a lot of mathematical information in real life, and mathematics is widely used in the real world;" In the face of practical problems, we can actively try to use the knowledge and methods we have learned from the perspective of mathematics to find strategies to solve problems; In the face of new mathematical knowledge, we can actively look for its actual background and explore its application value. "Only when the learning materials are related to the existing knowledge and life experience can students have interest in learning; When learning materials are closely combined with students' real life, mathematics is alive and full of vitality. Cleverly set up problem situations closely related to students' living environment and knowledge background, stimulate students' curiosity and internal motivation to explore knowledge, create conditions for independent participation, stimulate and cultivate students' interest in learning, make students happy to participate in realistic inquiry teaching activities, and eliminate students' abstract and boring understanding of mathematics knowledge, thus improving students' interest in learning mathematics, making teaching activities full of vitality and interest, and making students learn mathematics in happiness. For example, when teaching the solution of binary linear equation, I designed such an activity plot: I first divided the students into eight groups, and each group prepared enough banknotes of one yuan and two yuan to see how * * * made up ten yuan. Through group cooperation, students in the group hold their own opinions and their interest in learning is unprecedented. At this time, the teacher analyzes the topic in time, and the learning effect can be imagined. Later, the students all made mistakes when they met such questions in the unit exam. Facts have proved that only when a student really realizes that this course has become his actual needs will he be interested in this course. Only by combining what he has learned with practical application can he really master it. Sixth, we should work together to create a residual situation, or consolidate new knowledge, or guide students to further explore and develop their interest in learning. At the end of a class or a part of knowledge, we should properly design the "tail" situation, so that students have the feeling of unfinished words, thus stimulating their interest in continuing to explore and laying the foundation for the next class or new content learning. For example, after teaching statistical charts, I suggest that students go home and measure their height, then investigate statistics among students, draw a histogram, and then ask a question and answer it in combination with the histogram. This assignment not only allows students to practice the operation, but also consolidates the new knowledge they have learned, and also exercises students' analytical understanding ability. For another example, after learning the positional relationship between a straight line and a circle, I propose to explore the positional relationship between a circle and a circle according to the method of the positional relationship between a straight line and a circle, so as to lay the foundation for the next class and further cultivate students' interest in learning. In a word, interest is the best teacher. Although interest is a non-intellectual factor, it is a necessary condition to learn mathematics well and a driving force to promote students' learning activities. Classroom is the "main position" to cultivate and improve students' interest in learning. Only by adopting a series of supporting incentive measures and flexible teaching methods can teachers fully cultivate students' enthusiasm for learning mathematics and improve classroom teaching efficiency.