Where there are numbers, there is beauty. Mathematician Weiner said: "Mathematics is essentially an art". There is no lack of beauty in the world, but the lack of eyes to find beauty. As long as we learn to look at mathematics from an aesthetic perspective, you will find that mathematics is beautiful. Symmetry and harmonious beauty is the basic content of mathematical beauty, which gives people a complete and symmetrical aesthetic feeling and enjoyment. In high school mathematics, there are sinusoidal curves with rolling waves, asymptotes that you want to achieve but can't, butterfly dance theorem, and poetry in harmony. From natural numbers to integers, from rational numbers to real numbers, every expansion of the number system, and the resolution of conflicts and contradictions have formed new harmony on a new basis. The most typical example of symmetrical and harmonious beauty in elementary mathematics is the golden section number 0.6 18 and its application in reality.
2. Try to help students build confidence in learning mathematics well.
We often tell students to build up self-confidence, which is actually a very empty sentence. If students don't have a successful experience, it's no use talking more. Just like students doing math problems, ten of them are all wrong, and some of them don't understand the meaning of the problems at all. Just imagine every day what interest and confidence students can have in math learning. But if we make the topic simple, so that he can't do the original one, gradually do one or two things, from easy to difficult, and slowly guide and encourage him to do all the topics assigned by the teacher correctly, then he will have a successful experience and feel that "I can do it." Without further discussion, he will have confidence in mathematics. This feeling of "I can do it" comes from a successful experience, which is experienced by students in the process of doing things from easy to difficult. If one thing succeeds, you can increase your confidence in doing another; Learning mathematics well can also enhance confidence in learning other subjects. Therefore, discovering students' slight progress, helping them succeed and protecting their self-confidence are the keys to teaching and learning.
3. Optimize classroom teaching and create problem situations.
The use of heuristic teaching has always been the basic requirement for teachers' teaching. The new curriculum standards and new textbooks provide us with more possibilities to use heuristic teaching. In classroom teaching, to achieve "inspiration", we must first guide students to think, so that students can have the requirements of active learning in the process of active exploration. For example, when teaching "Logarithm", the following example is used: The thickness of a piece of paper is only 0.08 mm, and what is the thickness of the folded paper after being folded in half for 50 times (making a preliminary demonstration with real objects)? Some students said 4 mm (obtained by misuse of 0.08×50), some students said it was as high and thick as the teaching building, some students said it was as high as the Oriental Pearl TV Tower in Shanghai, and some students said it was as high as the Himalayas ... The teachers all denied it one by one, telling them that it was much higher and thicker than we thought, and we couldn't work it out until we learned "logarithm". So the students began to learn "logarithm" with the feeling of being anxious to get the answer to the question. This method of "induced learning" will certainly achieve good results when applied to other chapters.
4. Students' main role and teachers' leading role should be brought into full play in classroom teaching.
Teachers can carefully organize and scientifically arrange abstract concepts and profound principles according to the characteristics of teaching content, and develop them into vivid and interesting allusions and discovery history, or properly and reasonably use pictures, models, multimedia teaching and other means to promote the organic combination of theory and practice and stimulate students' strong interest. Only when students are interested in learning and their thinking reaches the "exciting point" (that is, the "critical point") can they face and overcome the difficulties encountered in mathematics learning with cheerful and passionate emotions. This is an important measure for students to experience success and an effective way to improve their interest in mathematics. When students successfully solve one practical problem after another by using mathematical knowledge, their interest in learning will be further stimulated and become the internal motivation to learn mathematics well.
In short, there are many ways to cultivate students' interest in mathematics learning. As long as you are diligent in thinking, dare to explore, closely connect with students' real life and constantly change teaching methods, you can make students realize the importance of mathematics, let them feel the infinite charm of mathematics, free themselves from the so-called boring and enter interesting mathematical situations. Let students learn with a positive attitude, so as to maintain the persistence of mathematics learning interest.