A person's love for one thing often begins with interest. If a student can learn with interest and experience fun and success in learning activities, then he will persevere and continue learning until he succeeds. Darwin, a biologist, said in his autobiography: "As far as my character in school is concerned, what influenced me later was that I had strong and diverse interests, indulged in what I was interested in, and deeply liked to understand any complicated problems and things." In fact, one of the reasons why many scientific inventors have made great achievements is that they have a strong interest in knowledge, or a strong thirst for knowledge. When a student is interested in a certain kind of study, he always takes the initiative and is willing to learn. He doesn't think study is a heavy burden. Interest learning can not only make students concentrate, think positively, even forget to eat and sleep, but also make people grasp everything they have learned quickly and firmly in the state of interest. Therefore, for middle school teachers, to improve the efficiency of mathematics classroom, we must first cultivate and stimulate students' interest in learning mathematics. How to cultivate and stimulate students' interest in learning mathematics? I made the following discussion. (A) through the purpose of learning education, to stimulate students' learning interest and self-awareness. It's 2 1 century, and technology is changing with each passing day. In order to adapt to the society, everyone must study harder, and it is never too late to learn. Middle school is the golden age of learning. Middle school students should study hard and master the knowledge of real talent and practical learning. Only in this way can they become useful talents of the country and not be eliminated by the times. Through learning purpose education, students can correctly understand the significance and importance of learning, thus forming long-term indirect interest, producing correct learning attitude and improving learning enthusiasm and learning consciousness. (2) Cultivate and stimulate students' strong thirst for knowledge and strong interest in learning. Cultivating students' thirst for knowledge not only means making students realize the significance of knowledge to society and themselves, but also means having a pleasant emotional experience in the process of engaging in activities, thus generating the need for further study. In order to stimulate students' curiosity and interest in knowledge, it is necessary to create a series of external and internal conditions. The essence of mathematics learning process is an internal transformation process. To develop students' internal motivation, we need to stimulate students' curiosity and thirst for knowledge first. Curiosity is a natural and powerful interest factor. Curiosity and thirst for knowledge develop with the growth of age and the success of study. Some students lose their curiosity and thirst for knowledge because of learning difficulties and learning failures. Therefore, we must create a good classroom atmosphere in mathematics teaching activities, fully mobilize students' enthusiasm, make students study in a relaxed and pleasant atmosphere, and maintain long-term learning enthusiasm and interest. In classroom teaching, we should pay attention to the following points: (1) Teachers should make full use of the classroom and create "problem situations" to inspire students to think positively. In classroom teaching, we should create a "problem situation" so that students can't simply solve problems with existing knowledge and customary methods. At this time, students' enthusiasm for thinking and their demand for knowledge are stimulated. The so-called "no anger, no anger, no anger" is to inspire students when they have a "heart-to-heart, mouth-to-mouth" view of the problem to be solved. Teachers should actively create such "angry" and "sad" situations. There are usually two ways, one is oral prompting, that is, teachers directly ask questions related to textbooks that need to be solved, so as to arouse students' interest in learning and let them learn with a problem-solving attitude. The other is the activity mode, which is to let students participate in some activities and produce problems. For example, ask questions from extracurricular activities, experimental activities and practical activities. It makes students feel interesting and difficult to answer, which leads them to ask for more knowledge. For example, when learning the definition of ellipse, arrange students to draw various ellipses, measure the sum of the distances between any point on the long axis and the ellipse and its two focal points, and then compare them and find that they are equal, thus generating curiosity for further learning related knowledge. For another example, when learning "solid geometry", students can observe the angle first, then ask a series of related questions, such as "plane vertical", "line vertical" and "line vertical", so that students are quite interested, study, think, discuss and communicate with them, and finally draw the correct conclusion. Of course, the content of each class should not be complicated, and the level should be clear. Multimedia teaching can be used to give full play to the advantages of modern teaching equipment, and at the same time, attention should be paid to using multimedia correctly and skillfully, such as turning it off in time when not in use to avoid distracting students. In short, eliminate interference as much as possible, focus students' attention on the activities of learning knowledge, create a "problem situation", and stimulate students' thirst for knowledge and enthusiasm for learning. (2) Grasping the teaching difficulties and setting appropriate teaching objectives; grasping the teaching difficulties and setting appropriate goals are important links to stimulate students' interest in learning. Different students have different learning acceptance. A flexible student can handle the gap between old and new knowledge well, while a rigid student will feel helpless in the face of the gap between old and new knowledge. However, if students learn new knowledge from reality, then any problem will become interesting and achieve the expected goal. For example, in analytic geometry, it is often simple to use the method of setting without seeking, but it is difficult for students with rigid thinking to understand these, let alone solve practical problems. They can only rely on complex calculations, which will inevitably lead to boredom, so it is very important to grasp the difficulty of teaching. The setting of learning goals should be based on the individual situation of students. Generally speaking, the more specific the goal, the stronger the interest. Appropriate learning goals can make students experience the joy of success. Teachers should create opportunities for students to succeed. Successful experience can build students' confidence and improve their interest. Of course, the setting of learning goals should be slightly higher than the existing learning level, so as to generate appropriate internal tension and arouse students' enthusiasm. "Too high a goal" or "too low a goal" is not conducive to mobilizing students' enthusiasm. (3) different levels of learning content are required for different students, so as to strengthen the depth and breadth of knowledge for top students and improve their comprehensive application ability; Strengthen the cultivation of middle school students' comprehensive knowledge ability and improve their ability to analyze and solve problems; Strengthen the "three basics" training of "temporary poor students" to keep up with the learning progress. In a word, students at different levels should learn something, learn something and develop together, so as to enhance all students' interest in learning and thirst for knowledge. For example, to solve the problem of function value domain, top students are required to master separation coefficient method, collocation method, method of substitution method, discriminant method, mirror method, function monotonicity method, mean inequality method and inverse function definition domain method. The middle-level students only need to master collocation method, method of substitution method, discriminant method, function monotonicity method, domain inverse function method and so on. (4) Flexibility and diversity of teaching methods In the teaching process, various modes should be adopted as much as possible to arouse students' enthusiasm. Students' devotion to work can be described as "self-devotion". When their intelligence is challenged, their self-investment will reach the peak, and they can devote themselves to their studies wholeheartedly, and the efficiency is the highest. How can we get students to participate in learning tasks? Teachers should strive to make students feel happy in the process of learning, and strive to teach effective learning methods and thinking skills to promote students' success in learning and experience the joy of success. For example, students learn mathematical definitions, formulas or theorems. Although everyone remembers the conclusion, I don't know why, how to get it, and what is the context? We can't tell the connotation from the extension, and we can't see the essence of the conclusion, so we can only apply it mechanically, which is full of loopholes in application. Therefore, teachers should teach students effective methods, let students grasp the essence of theorems, and analyze the relationship between theorems and actual situations. Another example is: in the teaching of ellipse and hyperbola, we should use multimedia teaching as much as possible to show the characteristics of the two curves intuitively and vividly, inspire students to observe, analyze and compare, find out the similarities and differences between the two curves, and make a comparative study, so that students can deeply understand the essential characteristics of the two curves and will not be confused in practical application. Another example is that when students learn algebra and trigonometry, they only know "algorithm" but not "arithmetic", and they don't know the purpose and method of each step of calculus. Therefore, teachers should give guidance on mathematical thinking methods and strengthen individual counseling. Secondly, in teaching, we should optimize mathematics exercises, be precise and concise, guide students to discover, summarize and master the rules, and let students study easily, happily and efficiently. (5) Fully demonstrate the beauty of mathematics. Mathematical graphics have the beauty of symmetry and form; Mathematical expressions are concise, orderly and harmonious. Mathematical thinking has unique beauty of clarity, ingenious conception and flexibility; Every mathematical theorem, every mathematical formula and every mathematical method contains infinite beauty and beauty. Mathematics teaching is not only a science, but also an art. Every language, every movement and every expression of a teacher has a subtle influence on students. Teachers should make full use of the classroom to show the beauty of mathematics in all directions, so that students can feel, experience and enjoy the beauty of mathematics. (6) Timely feedback, timely evaluation, appropriate praise and encouragement to let students know the learning results in time can stimulate their interest in further study. Knowing your grades, you can see your progress, thus strengthening your attitude and means of learning and stimulating your desire for further learning; At the same time, we can see our own shortcomings through feedback, stimulate self-motivation, and establish the determination to overcome them and move on. Timely evaluate and use the vivid memory representation just left, so that students can further develop the desire to improve their learning; Combined with appropriate praise and encouragement, affirmation of students' academic achievements and attitudes can stimulate students' self-motivation, self-esteem and collectivism. If students don't experience the fun and success of learning, they will gradually lose interest in continuing learning and even start to give up. Therefore, in the teaching process, it is necessary to know the students' learning situation in time, give timely evaluation and full encouragement, and enhance students' self-confidence and enthusiasm for learning. (3) Organize students to participate in practical activities, and constantly meet and stimulate students' learning needs and interests in practical activities. Some students are not interested in mathematics, one of the reasons is that what they have learned has little connection with real life, and they feel that learning is useless. Therefore, students should be properly organized to participate in various extracurricular group activities or social practice activities, so that students can further realize the practical significance of knowledge and deeply feel the lack of their own knowledge, thus triggering new learning needs and enhancing their interest in learning. You can also try to change students' learning style, guide students to study independently and inquiringly, take advantage of various favorable and suitable opportunities to carry out social practice, make full use of life examples and learn with problems. This is a conscious and active learning method for learners, an urgent learning method for learners, a learning method for learners to experience success and an efficient learning method. (4) Advocating group learning, using competition mechanism to stimulate students' interest and enthusiasm in learning, advocating group learning methods, taking learning groups as units, introducing competition mechanism, and using the strength of groups to improve learning efficiency. In the study group, students can help each other and feedback information in time, which is conducive to the improvement of poor students' learning ability and learning methods; It is helpful for poor students to make steady progress and improve their self-confidence in progress; It is helpful for poor students to improve their interest in learning and maintain their long-term enthusiasm for learning. Teachers need to create a series of group learning activities in their own teaching, so that students can help each other learn, which will also obviously promote the learning of gifted students. First of all, it is helpful for eugenics to clarify their own ideas and "check and fill in the gaps" in what they have learned; Secondly, it helps to enhance the self-awareness and learning adjustment ability of gifted students; Finally, it helps to reduce students' loneliness and enhance their sense of self-worth and self-esteem; Help to improve self-confidence and enhance the sense of collective honor. (5) Give full play to the emotional role of teachers and students, and further improve students' interest in learning. "Love" is the driving force of learning! In the process of education, when teachers pour all their love and enthusiasm into students, put forward reasonable goals and requirements, and place ardent hopes on them, there will be a "pictorial Marion effect" to achieve the ideal effect. Of course, it is necessary to prevent the "Matthew effect" and treat the educational objects equally. When icing on the cake for gifted students, we must pay attention to "giving timely help" to middle-aged and temporarily poor students, so as to turn them into gifted students. Teachers' expectation is an important factor affecting students' interest in learning, but students' self-awareness should be the intermediary. Students with inferiority complex will despise teachers' discrimination if they don't accept teachers' high expectations and have the spirit of self-improvement. Therefore, teachers' high expectations of all students must be recognized or accepted by students and become everyone's knowledge, so as to really play a role in promoting learning. Teachers fully trust students and respect their individuality, which is conducive to establishing a good teacher-student relationship. Good teacher-student relationship can give full play to teachers' leading role and students' subjectivity, students can study with confidence, explore and innovate in their studies, and the teaching efficiency can be significantly improved. In short, students' interest in learning mathematics is the most powerful and stable motivation to promote students' learning, and interest is the best teacher. Teachers need to take a series of supporting incentive measures to fully cultivate students' enthusiasm for learning mathematics, thus stimulating students' interest in learning mathematics and improving classroom learning efficiency.