Abstract: Pupils are often interested in learning a new language. Their attention is easily distracted, and they can only concentrate on what they are interested in and last for a long time. The classroom is the main place for students to study. In order to make them like this place, teachers must try their best to arouse students' interest. Activate their thinking with interest, awaken their awareness of learning, and then fully mobilize their enthusiasm for learning and let them actively participate in teaching. Keywords: classroom teaching to stimulate interest in learning. Because of the abstraction and rigor of mathematics, there are many stylized and symbolic things in mathematics. In addition, the original textbooks cut off the close connection between mathematics and life, and some teachers' educational concepts are backward, which leads to boring and inflexible mathematics classroom teaching. With the deepening and gradual advancement of curriculum experiment, the impact and influence of the new round of curriculum reform on basic education will be more prominent, more concentrated and more directly reflected in students' learning activities. In the final analysis, it is to activate the classroom and lead students to achieve active, relaxed, enjoyable, passionate and interesting learning. The new curriculum standard also points out: "Mathematics learning activities should be a lively, proactive and personalized process." Then, how to activate the classroom, make mathematics learning lively and promote students' self-development, I think we can start from the following aspects. First, create a teaching situation to stimulate learning enthusiasm. Psychological research shows that an appropriate environment can effectively stimulate people's enthusiasm and improve the quality and effect of activities. In teaching, create and create a good atmosphere for students' learning activities, and put their learning in a real, beautiful and harmonious scene, thus stimulating their learning enthusiasm. First of all, the creation of situation can make the original abstract, logical and symbolic learning content vivid, intuitive and true, shorten the distance between time and space, remove learning obstacles, help students feel immersive and stimulate emotional resonance. Second, activate knowledge accumulation and promote independent inquiry. The new curriculum concept tells us that any learning is a positive construction process. Instead of passively accepting external information and simply transmitting and copying book knowledge, learners actively pay attention to and selectively perceive external information and construct the current learning content according to the previous cognitive structure. The new curriculum standard points out: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. "In order to learn new knowledge, we must have a certain amount of knowledge accumulation, but having previous knowledge does not mean that we can learn and learn new knowledge well. For example, when teaching the derivation of the formula for calculating the area of a circle, first, let students recall how the formula for calculating the plane figure they have learned before was obtained. Think about whether the circle can also be transformed into the previously learned figure, and deduce the formula for calculating the area of the circle. Then let the students explore independently in groups and cooperate and communicate; Finally, unified evaluation, supplement and improve the thinking methods of each group. During the whole activity, teachers activate students' knowledge accumulation, naturally use past experience to understand new problems, personally experience the contrast and change process of past experience, deeply shock the soul and feel the real changes and gains. Therefore, the new curriculum reform requires our teachers to actively guide students to carry out independent inquiry learning, strive to cultivate students' ability to find, explore and solve problems by relying on existing knowledge reserves, and learn to acquire new knowledge, experience and create new things independently from what they have learned. Third, enrich emotional experience and form a positive attitude. In classroom learning, if you lack emotional participation, you will not feel emotional charm. Learning without emotional experience is incomplete learning, learning without soul and vitality. Mr. Cui Qi, winner of the Chinese Nobel Prize in Physics, said: "Like and curiosity are more important than anything else. If mathematics teaching makes students suffer setbacks and miss the joy of success, students will not like it, let alone "the desire of lifelong learning". Therefore, mathematics teaching activities should be the source of love and curiosity. In mathematics teaching, the study of every mathematical concept, the analysis of formula, law and quantitative relationship, only when students consciously participate in the teaching process, can they cultivate their self-confidence in learning mathematics and form a positive attitude. In mathematics class, students should learn to form appropriate emotional states according to their own wishes, and make use of the accuracy of mathematical logic, the certainty of mathematical concepts and conclusions, and the rules of reasoning, so that students can consciously follow the laws of thinking, standardize their own ideological forms, adjust their emotional and emotional intensity, and protect healthy and appropriate emotional states to participate in mathematics class activities. Mathematical knowledge needs to be mastered through certain training, and mathematical thinking quality and mathematical ability also need to be cultivated through certain training, but teachers should pay special attention to accurately grasping the training opportunity and training form, and pay attention to scientificity, hierarchy and artistry. Fourth, respect individual differences and strengthen practical operation. Hands-on operation is an active learning activity, which has the characteristics of concrete image, easy to stimulate interest, easy to establish representation and easy to understand knowledge. It requires students to participate in activities with a variety of senses, think with their brains, express with their mouths, and use knowledge to solve problems independently and consciously. In short, it is to let students master abstract mathematics knowledge in pleasant operation activities, which not only develops students' thinking, but also improves students' interest in learning. For example, when teaching the section "Sum of Interior Angles of Triangle", in order to let students have a deeper understanding of this problem, I asked four students to form a group, and each student drew a triangle (any triangle). Then, each student takes out a protractor, measures the sum of the three internal angles of the triangle he draws, and records the measurement results for comparison. You will find that the measurement results are all 180 degrees. Then, I asked the students to tear: tear off the three corners of the cut triangular piece of paper and put them together, and you will find that all three corners form a right angle, or 180 degrees. At this point, we are sure that the sum of the internal angles of the triangle is 180 degrees. Teaching practice has proved that students' hands-on participation in teaching is much stronger than the knowledge gained by watching the teacher spell, swing and listening to the teacher explain, which can not only improve students' interest in learning, but also develop their mathematical potential. Fifth, correcting homework and introducing comments to stimulate students' interest in learning. Usually, when correcting math homework, people are used to using simple "√" and "×" to evaluate learning thinking and academic performance, which affects the ideological and emotional communication between teachers and students and directly affects students' learning mood. Therefore, I will introduce comments into the correction of math homework, point out its shortcomings, affirm its achievements, mobilize students' enthusiasm for learning and improve their interest in learning. Some students often make mistakes because of carelessness. I always affirm my own advantages and enhance my self-confidence, and then put forward my own hopes and correct my own shortcomings, such as: "Remove the stumbling block of your progress-carelessness, go forward bravely!" "Make friends with your heart!" "It's really an honor for the teacher to read your handwriting. If you can improve the correct rate, it must be the best! " Or "The teacher believes that you can write neatly, come on!" When students with learning difficulties make progress in their homework, I will write: "You have made progress, son." "Keep trying, son." And draw a smiling face beside it. Or write: "I am very happy to see your progress." I want you to walk up a flight of stairs. " If he makes further progress, I will write: "well done, son, I am happy for you!" " "This kind of emotional comment makes students feel the teacher's care for him and full of hope. In this way, students will gradually have a strong interest in learning. Tolstoy said: "Successful teaching needs not coercion, but arousing students' interest". Therefore, teachers should adopt various methods in teaching to stimulate students' strong thirst for knowledge and fully mobilize students' enthusiasm and initiative in learning, which is the key to successful teaching.