Modern psychological research shows that learning interest directly affects learning effect. Confucius, an ancient educator in China, said, "Those who know are not as good as those who are good, and those who are good are not as good as those who are happy". Interest is the best teacher. "Learning is the most interesting and greatest game in life. All children are born with this idea and will continue to think so until we convince them that learning is a very difficult and annoying job. " Indeed, a newborn child will think that learning is interesting. They often fiddle with things. They are very active. The children think this is very interesting. In this process, they gradually know the world, and they are learning. But for many children, this interest in learning will last until school at the longest. After going to school, many children will gradually feel disgusted with learning. They think what they learn at school is boring and boring. Now, we should change our ideas, rediscover and discover the fun in learning, and ask students to establish their interest in learning. In mathematics teaching, in order to truly achieve the teaching purpose, we must solve the problem of students' interest. Learning motivation is an internal motivation that directly promotes students' learning. When students have a strong interest in mathematics, they will be willing to learn and take the initiative to learn. First, cultivating students' interest requires teachers to do a good job of "the relationship between a glass of water and a bucket of water". In practical teaching, it is not enough to have firm faith and enthusiasm. To cultivate students' interest, teachers should not only have solid professional knowledge of mathematics, but also have profound scientific and cultural knowledge. Someone once said vividly that the teacher has a bucket of water himself, and the glass of water given to the students will also have weight and quality. Therefore, as a math teacher, while strengthening the study of professional knowledge, we should also strengthen the study of related disciplines, such as psychology, education, literature and other natural sciences. Concerned about current affairs learning, especially modern information technology learning. In teaching, we can learn from others and have a strong sense of the times. Because the teaching content of mathematics is closely related to social life problems, in the teaching process, if teachers can make use of the situation and inspire students to understand these life problems with mathematical knowledge, students' learning enthusiasm will be greatly improved. On the contrary, if a teacher doesn't understand the practical problems that students are generally concerned about, or adopts evasive and perfunctory methods, the image of this teacher among students will be greatly reduced, and it is impossible to improve students' interest. The simple preaching that students dislike most in their studies is largely due to the thinness and obsolescence of teachers' knowledge. Secondly, to cultivate students' interest, teachers need to guide students to appreciate the beauty of life contained in mathematics classroom. The results of psychological research show that the most important way to promote people's quality and personality development is people's practical activities. In fact, the essence of spiritual practice is to live and learn from life. Good teacher-student relationship, more natural contact and more communication between teachers and students. Middle school students have limited life experience, limited understanding and judgment of things, and some knowledge is difficult to learn. This requires us, as teachers, to provide students with "life-oriented" learning materials, organize students to visit or collect corresponding mathematics materials in their lives, reduce the depression of classroom learning, make students feel "playing", not only make students feel that the happiness and boredom of learning disappear, but also consciously explore relevant knowledge from "playing". With these perceptual knowledge, students' thinking will be opened, and they will be very involved and enthusiastic in class. It is the students who have these personal experiences that make learning particularly easy. In mathematics teaching, playing a "game" well can stimulate students' curiosity, generate excitement and promote the development of thinking. Carefully creating cognitive conflicts in teaching can stimulate students' strong desire for knowledge and make them think, discuss, explore and judge with questions, thus achieving the purpose of developing students' intelligence. Besides, teachers should also provide students with an opportunity to "do". "Doing" is to let students operate by hand, and let them observe, analyze, reason, estimate, imagine and sort out through operation, so as to promote students' hands-on operation ability and application ability, leave students with time and space for full development, let students exercise their thinking, experience their emotions, cultivate and develop their innovative ability and practical ability in the process of actively acquiring knowledge, and let them experience the great role of mathematics in exploration and gain a lot of perceptual knowledge. Stimulate students' thirst for knowledge. Therefore, creating a pleasant learning atmosphere is an important link to improve teaching effect, and it is also a way for students to experience learning. For example, finding the function () as the distance between two points A (x, 0) and B(0, 2) and the function () as the distance between A(x, 0) and C (-1, -3) can be easily solved with the knowledge of analytic geometry (y = | AB |+| AC |). Through this cognitive process, students immediately feel that this solution is beautiful, which embodies the beauty of the organic combination of algebra and geometry, and are interested in finding such a thing as (y =); The range of (y=) has aroused great interest. The whole mathematical system is an unparalleled harmonious and beautiful unity. Therefore, teachers must be good at feeling and refining beauty from textbooks, and integrate aesthetic education factors in textbooks into teaching plans to create the best teaching realm, so that students can appreciate the unique beauty in mathematics and stimulate their endless fun and desire to learn. Mathematics learning is difficult, but as long as teachers and students work together, the methods of teaching and learning, life and mathematics are closely combined, and the abstract beauty and logical beauty of mathematics knowledge itself are grasped, students can be induced to link mathematics with life. Improve the motivation of pursuing true knowledge in life and promote a pleasant psychological experience. Then of course we can let students learn math well. Third, to stimulate students' interest in learning, we need to pay more attention to students' emotional education. When students study mathematics, they often have different attitudes and complicated inner experiences. If they successfully complete their learning tasks, they will feel satisfied, happy and joyful. When learning fails, you will feel pain, fear and hatred; When you encounter novel problems, conclusions and methods, you will be surprised and gratified. Although this kind of emotion does not directly participate in the cognitive activities of mathematics, it plays a role in promoting, increasing, persisting and regulating mathematics learning. Therefore, teachers should go into students' hearts, understand their emotions, give guidance from the perspective of respecting, caring and caring for students, eliminate the shadow of failure, enlarge the joy of success, and guide curious psychology to actively explore, just as the German educator Dostoevsky said: The art of teaching lies not in the ability to impart, but in inspiration, awakening and encouragement. Therefore, as long as teachers can respect, love and care for students, set strict demands on themselves, set an example and win the respect, love and admiration of students, then teachers' suggestions and criticisms will arouse students' determination and confidence to correct their mistakes, teachers' praise will arouse students' inner happiness and deep satisfaction, and teachers' correct guidance will stimulate students' interest in active learning. Four. Grasping students' mentality, carefully designing problem situations, enhancing students' interest in learning mathematics and stimulating their interest are catalysts in the process of internalization. In the teaching process, students should have unexpected and novel feelings about boring, dogmatic and classic content, thus stimulating students' strong interest in learning. In the teaching process, we should deliberately create situations to induce students to find and solve problems, and optimize students' knowledge function and educational function through problem solving. G. Paulia pointed out: "The primary task of middle school mathematics teaching is problem-solving training, and mastering mathematics means being good at solving problems." This requires teachers to always pay attention to creating situations and arouse students' thinking. Teaching is not simply imparting ready-made knowledge, nor should it be satisfied with simply solving some problems. Instead, students should be given a topic with a certain depth and difficulty, so that they can't just rely on existing knowledge and habits to solve it, but should further think and explore. When students are eager to try, teachers will enlighten, guide and induce. Reflected in the classroom, teachers should consciously set up questioning situations, guide students to constantly explore, constantly generate hot spots of thinking, and constantly make your classroom climax. When students find pleasure in challenges, cultivate the tenacity of thinking in positive thinking, and find doubt in "no doubt", thus stimulating students' interest in learning. Einstein said, "Interests and hobbies are the best teachers." Therefore, in order to achieve good results in mathematics, teachers are required to have profound knowledge, combine the characteristics of mathematics, carefully design each class, guide learning with interest, and fully mobilize students' enthusiasm for learning mathematics. Mathematics teaching psychology believes that teachers should try to make students "hungry" for knowledge before learning mathematics, thus stimulating students' interest, motivation and enthusiasm in learning. Most students are sensitive and curious about new things, and have strong self-expression and competitive psychology. Therefore, in mathematics teaching, we should change the traditional teaching methods, use humorous language, vivid metaphors, interesting examples and unique classroom situations, and turn boring mathematics knowledge into a stimulus to stimulate students' desire for knowledge, so as to arouse students' initiative and interest in learning, and finally achieve the goal of improving mathematics teaching efficiency.