The new curriculum standard points out: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers should stimulate students' enthusiasm for learning, provide them with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities.

1 Shortcomings of traditional mathematics teaching in stimulating students' learning enthusiasm

1. 1 Teachers' superficial understanding of the teaching materials affects students' interest in learning.

Understanding textbooks is an important foundation of design teaching, and the simplicity of new textbooks puts a severe test on teachers' understanding of textbooks. If math teachers can't fully and profoundly understand and grasp the teaching materials, understand the causes and consequences of math knowledge, and grasp the writing intention of math teaching materials, then it is certain that the teaching plan designed in this way will inevitably greatly reduce the classroom teaching effect.

1.2 The simplification of mathematics teaching process is the main reason that affects students' interest in learning.

The biggest difference between traditional teaching and modern teaching lies in whether to pay attention to the process of classroom teaching. Teaching activities should reflect students' cognitive process from scratch, from being present to applying, and from meeting to communicating. In order to improve students' interest in learning and realize the three-dimensional goals of knowledge and skills, process and method, emotional attitude and values in classroom teaching, we must do enough articles in the teaching process. Teaching without process can only achieve the purpose of knowledge and skills, and the improvement of ability and mathematical literacy is empty talk. Mathematics teaching is the process of mathematics activities, which should be the common sense of our mathematics teachers.

1.3 simplification of tasks after math class is an important reason for lack of interest in learning.

The implementation of new curriculum, the use of new textbooks and the development of the times put forward higher ability requirements for students' mathematics learning. Learning mathematics is by no means a simple task to improve mathematics literacy and serve students' development. Some teachers are still used to arranging several topics after class as an extension of mathematics classroom teaching. It is true that it is necessary to consolidate the knowledge taught in the class that day and develop certain skills, but it is not enough to be satisfied with this. Simple repetition and imitation of classroom materials will only cause students' inertia, hinder the continuous development of their thinking, and make students lose interest in mathematics learning. Therefore, students' diversified math tasks after class also play an important role in cultivating their interest in learning.

2 Measures to improve the interest in mathematics classroom teaching

2. 1 Choose interesting teaching content

The new curriculum standard points out that the content of mathematics learning is realistic, meaningful and challenging, and middle school mathematics teaching should adopt the mode of "problem situation-modeling-explanation, application and expansion" in combination with specific teaching content. Putting the question situation in the first place here obviously requires teachers to actively create the situation of question inquiry, guide students to activate knowledge in the process of question inquiry, help students to construct their own knowledge system with their own unique experience, and create an optimal condition for discovering new knowledge. Experience tells us that students are often only interested in familiar and interesting examples. In teaching, teachers choose examples related to mathematics courses as teaching situations, which will inevitably improve students' attention and stimulate their interest in learning.

2.2 Teaching means fun settings

In classroom teaching, if teachers simply talk and students just listen, the classroom is doomed to be a stagnant pool, lacking vitality and vitality. Therefore, teachers should choose appropriate teaching methods according to the teaching content and the age characteristics of students, so as to make the classroom relaxed and lively. For example, in the derivation of the "rational number addition rule" in junior high school mathematics, a classmate can be invited to play the snail on stage, so that he can demonstrate the movement state of the snail according to the content and draw a conclusion.

2.2. 1 Operate experiments and games to attract students' attention.

This is the best way to concentrate in math class, such as talking about the definition of ellipse and demonstrating the drawing method. Everyone craned their necks to watch. Another example is to demonstrate the domino game before the new course of mathematical induction, and then ask the question: "What are the conditions for all cards to fall?" After repeated argumentation, the students expressed their opinions, and finally concluded that "even if there are countless (n) cards, as long as two conditions are met: (1) The first card falls. And pushed down k+ 1, or k+ 1 fell down because k fell down and pushed down k+ 1. " This naturally leads to "mathematical induction", and it is easy for students to understand the idea of mathematical induction and grasp the main points.

2.2.2 Clever use of physical objects and projection to demonstrate metaphors.

When talking about "mapping and function", after explaining the concept of "mapping" and making necessary explanations, the author demonstrated a slide: a box of bullets (a), a gun (f) and a wall large enough as the target (b), and asked questions in turn:

(1) After each bullet in A is shot by gun F, if it hits, how many gun holes are there on B? (a: the only one)

(2) Can several bullets hit the same loophole? (A: Maybe)

(3) After a particle is ejected, it may be impossible to eject two or more gun holes on B? (A: Impossible)

(4) In this demonstration, every bullet hole on target B was hit by a bullet in A, right? (A: Yes)

Finally, the author said, if a bullet is loaded into the gun hall and it is found that there is no bullet hole on B after pulling the trigger, what is the possible reason? The student replied noisily: (1) It flew (2) The gun was broken (3) The bullet was broken. The author said that this is a useless gun, thrown at the enemy, (this is not surveying and mapping); Next, guide students to compare the definition of experience mapping. Vivid metaphors interest students and should not be forgotten. For another example, in the teaching of quadratic curve, ellipse, hyperbola and parabola are dynamically demonstrated by "geometry sketchpad", and the image changes of sine function are demonstrated by trigonometric function.

2.2.3 Play hard to get and surprise students with novelty and confusion.

"Learning begins with thinking, thinking comes from doubt, and doubt comes from mistakes", which shows students interesting new things that they can't understand for the time being, making them feel surprised and confused, thus generating interest in learning.

2.2.4 Comparison paves the way for students to transfer knowledge smoothly and create the nearest development zone.

In order to make students succeed in mathematics learning, we should arrange the learning content reasonably from the students' thinking level and knowledge level, which will not easily make students feel bored or unattainable and make them lose confidence. Foreign educational psychologists believe that creating the "zone of proximal development" is the best way to achieve this effect.

The "zone of proximal development" was put forward by Vygotsky, a psychologist in the former Soviet Union. Its meaning refers to the potential development level of students. At this level, students can't finish their learning tasks independently, but they can finish their tasks with inspiration, help and hard work. Demonstrating domino games in mathematical induction teaching is an example.

2.2.5 The sense of achievement in learning can support and stimulate the regeneration of learning interest.

Every student hopes to achieve greater and better results in mathematics learning, and to affirm and praise his little progress in time. Even the correct or nearly correct answer to a small question can make them more eager to learn mathematics. People who are driven by success and achievement are willing to learn, full of competitive spirit, willing to accept all kinds of challenges, brave to overcome difficulties and have tenacious fighting spirit.

3 using interesting teaching language

In the process of mathematics teaching, the artistic beauty of teachers' expressions is a very important basic teaching ability, in which teachers' language appeal plays a very important role. Especially for the naive, lively, curious and sensitive junior high school students, the effect is particularly obvious. Language is interesting and vivid, which makes students willing to listen, attracts high attention, and enables them to accept knowledge and increase their skills in a more relaxed environment. This is a basic skill that a junior high school math teacher should have.

In teaching, teachers should combine their strong language expression ability, gradually transplant this interesting teaching method into junior high school mathematics teaching and form their own teaching style.

In short, junior high school mathematics teaching methods are diversified. Each teacher's characteristics and abilities are different, so the teaching characteristics are different. The reform of mathematics teaching in previous years was very vivid because of the big environment at that time. In recent years, due to well-known reasons, exam-oriented education has restricted the teaching development goal of compulsory education, and junior high school mathematics teaching has also been affected to some extent. I hope the clarion call of quality education can blow the second spring of junior high school mathematics teaching, make our classroom full of happiness, let every student learn knowledge easily and happily, let every math teacher teach students in accordance with their aptitude, and truly make junior high school mathematics teaching achieve-increase scientific knowledge, strengthen ability training, including observation ability, thinking ability, innovation ability and appreciation and creation ability, and make our teaching object-teenagers become construction talents in the new century.