How to Cultivate Middle School Students' Interest in Learning Mathematics Einstein said: Interest is the best teacher for students. Interest is the most practical internal motivation for a person to actively explore, the most realistic and active psychological component of students' learning enthusiasm, which directly affects the learning effect. When students are interested, they will have the desire to explore new knowledge. If students are not interested in learning, they will only be accompanied by negative emotions of being tired of learning. Therefore, it is of great significance to stimulate students' interest in mathematics and arouse their enthusiasm for learning mathematics. The following are some views on my teaching experience. First, use the characteristics of mathematics itself to stimulate students' interest in learning. 1, practicality. The application of mathematical knowledge is extensive, and many subjects are inseparable from mathematical knowledge. Marx pointed out that only by successfully applying mathematics can a science be truly perfect. Therefore, in the teaching process, teachers should make full use of the application of mathematics to stimulate students' interest in learning mathematics. Life is full of mathematics. As a math teacher, we should be good at abstracting math problems from students' lives, so that students can feel that math is around them, thus generating interest and sprouting desire for knowledge. For example, after learning the contents of the cube diagram, students can practice activities such as making cube cartons. 2. regularity. Mathematics itself has some regular and attractive mysteries. Teachers should pay attention to guiding students, summing up laws and stimulating students' thirst for knowledge in teaching. For example, the vertical diameter theorem and its inference in the teaching circle involve as many as five quantities. Students often remember the theorem but can't remember the inference of the theorem, but there are rules to follow in careful analysis: five quantities (perpendicular to the chord, passing through the center of the circle, bisecting the chord, the upper arc of bisecting the chord, and the lower arc of bisecting the chord) know two and push three. It is much easier for students to remember this rule, which will stimulate their interest in learning. Second, establish a teacher-student relationship and create a harmonious classroom atmosphere. Learning psychology believes that people's interest in learning is related to certain emotions. For middle school students, the teacher's behavior or expression will cause their corresponding emotional changes. Because math teachers have fewer teaching hours and fewer opportunities for communication between teachers and students, it is easy to form a rigid and strict impression among students, and students don't like serious teachers. Therefore, teachers should talk to students more often in peacetime, understand their ideological trends, make students have affinity for teachers, make students like this teacher, and then like mathematics. In class, teachers should be affable, respect, understand, trust and care for every student, and treat students as friends in teaching activities. Teachers can talk to students in a consultative tone, such as: Who wants to share his fruits with you? Who wants to talk? Which student is "willing to enjoy resources?" When students answer questions, the teacher should evaluate them with a positive attitude, such as: you and the teacher have the same idea, very creative and very good. This can improve students' interest in learning mathematics and enhance their confidence in learning. When students answer wrong, they should first affirm their courage and courage, and then give some hints. Only in this way can students feel comfortable, dare to think and dare to ask questions, thus stimulating their interest in continuing to take the initiative to participate. Third, improve teaching methods to stimulate students' interest in learning. 1, pay attention to the introduction link From a psychological point of view, people are easy to accept new things in a stimulating environment. Therefore, teachers pay attention to the lead-in link in classroom teaching and create exciting problem situations, which can make students immersive and make boring mathematics knowledge lively and interesting. For example, the following question situation is designed for "using letters to represent numbers": the teacher first plays a frog with one mouth, two eyes and four legs with multimedia equipment; The music of frogs with two mouths, four eyes and eight legs is accompanied by pictures. This children's song is familiar to the students, and everyone sings along with the music to create a relaxed and happy atmosphere. The teacher missed the opportunity to ask questions. How many mouths, eyes and legs do n frogs have? Harmonious and relaxed atmosphere and vivid and interesting problem situations can make students excited, sensitive, imaginative and active. 2. Pay attention to intuitive teaching and guide hands-on operation. According to the personality characteristics of junior middle school students who like watching and doing things, strengthening intuition and guiding hands-on operation in teaching, and adopting vivid teaching methods such as visual teaching AIDS and projectors can make static mathematics knowledge dynamic, abstract into concrete, and make unfamiliar knowledge easy to understand, which not only stimulates students' enthusiasm for learning, but also impresses them with what they have learned. For example, in the teaching of the concept of number axis, the teacher holds a physical thermometer in class, and the thermometer has scales, so different numbers can be read and different temperatures can be measured according to the different positions of the liquid level on the thermometer; Similar to a thermometer, we can draw a scale on a straight line, mark the reading and direction, and use the points on the straight line to represent positive numbers, negative numbers and 0. Then what is such a straight line called? Then introduce the definition of number axis. This vivid and concrete explanation makes students want to have an image when they look at objects. Memory features not only make them feel and remember firmly, but also make them understand more accurately and profoundly. There are quite a few examples of dealing with textbooks in this way, and teachers have made full use of them and achieved good classroom teaching results. At the same time, teachers also notice the limitations of intuitive image teaching, which cannot be monitored. They should pay special attention to the internal relationship between analogy and new concept rules and carefully consider the scientific comparison between them. The new textbook arranges a lot of practical content. Teachers should make use of self-made teaching AIDS to optimize the classroom structure and stimulate students' interest in learning. Students can be divided into several groups (free combination) and asked to be teachers' assistants to prepare experimental equipment and conduct experimental demonstrations together. Through the experimental operation, it not only standardizes the students' labor and behavior habits, makes them impressed and have a firm memory, but also enables them to know themselves in participating activities, thus generating interest and curiosity. Students are the main body of the classroom, so we can guide them to discover the laws from exploration, discovery and attempt, stimulate students' interest and improve their learning enthusiasm. In short, it is impossible to cultivate students' interest in learning overnight, but it should run through the whole teaching.