It is an important goal of the new curriculum to stimulate and cultivate students' interest in learning and cultivate their persistent research spirit and scientific attitude. Psychologist Bruner believes: "The best stimulus for learning is interest in the materials you have learned." The success of teaching depends largely on students' interest in learning. Interest is not innate, but gradually cultivated in study and life. Teaching materials are the first-hand materials to cultivate students' interest in learning. Therefore, how to stimulate students' interest in learning is a very important part of teaching. First, create lead-in situations, stimulate students' interest in learning, let students actively participate in the teaching process with pure emotions, make the whole classroom a multi-faceted infection place, and let students observe, imagine, understand and master with their inner feelings and emotions in such situations, which is conducive to optimizing classroom teaching, improving teaching efficiency and reducing students' learning burden. For example, in the "Knowing the Perimeter" class, I first introduced an old friend-Dingdong Cat, and told a story: "One day, Dingdong Cat and its owner went for an outing, but its owner suddenly fell ill. Tinker bell must take its owner to the hospital in the shortest time, but there are two ways to go, but Tinker bell doesn't know which way to choose. Tinker bell is in a hurry. Can you help it? " I asked, "Which way? What is it related to? " The students think about the circumference. "So, what's the circumference?" The students immediately entered a state of thinking. Creating such a situation aroused students' sympathy for Dingdong cats. Everyone wanted to help a group of Dingdong cats, which aroused students' desire to explore. Second, encourage bold questions and promote interest in learning. "Learning begins with thinking, and thinking begins with doubt." If you have doubts, you can think and innovate. Teachers should purposefully guide students to set doubts and solve doubts, so that students' thinking is always in a positive exploration state. For example, when teaching "possibility", I let the students play a game of "touching the ball" and show three cartons respectively. Box a is full of red balls; B There are red balls and yellow balls in the paper box; There are yellow balls and blue balls in the cartons. Let the students guess how to touch the balls from each carton. On the basis of guessing, the students asked, "Why is it different to touch the ball from three cartons?" "Why are all the balls in carton A red, but not in carton C?" And so on. In this way, teachers will naturally introduce new lessons, ignite students' thinking sparks, arouse their curiosity, arouse their needs from curiosity, think positively from their needs, and then constantly find and ask questions. Third, pay attention to hands-on operation and stimulate interest in learning. As the saying goes, "Interest is the best teacher." Successful teaching should first stimulate students' interest in learning, and hands-on operation can best stimulate students' interest in exploration, stimulate students' desire to learn new knowledge and promote students to enter the best learning state. For example, when teaching "Understanding of Cuboid and Cube", the main purpose is to let students master and understand the characteristics of cuboid and cube. Teachers can arrange for students to make a cuboid and a cube before class. During the break, the teacher asked the students to work together to cut a plane for the prepared apple, and then touched the cut surface with their little hands, so that the students could really understand the surface of the object. Then, the teacher asked the students to cut another face next to the first face, so that there is a line of intersection between the two faces, which is called an edge. Then, the teacher asked the students to cut the other face at the other end of the two faces to form the intersection of the three faces. In this way, you get three edges that intersect at one point, which is called the vertex. Through this operation, guide students to know surfaces, edges and vertices. The teacher then guides the students to observe the teaching AIDS and learning tools of cuboids and cubes, and then asks the students to discuss in groups and touch the numbers of faces, edges and tops of cuboids and cubes, as well as their characteristics and relationships. Finally, the teacher guides the students to summarize and describe the characteristics of cuboids and cubes orally by observing the figures. In this way, through hands-on operation, careful observation and active discussion, students can get the characteristics of cuboid and cube, truly understand and know what they have learned, and promote the active development of students from image thinking to abstract thinking. Fourth, contact with the reality of life, cultivate interest in learning Starting from students' cognitive experience and life background, actively explore the breakthrough point of the organic connection between mathematics knowledge and students' life experience, create life situations, and let students experience and solve mathematics problems personally according to their own life experience. This is an effective way to stimulate students' interest in learning mathematics and mobilize their active participation. For example, in the process of teaching "Understanding RMB", the teacher shows a piggy bank so that students can guess the price by looking at the real thing. The teacher aroused the students' interest in learning and said, "Look, children, what good things the teacher has brought you!" " "(Showing the piggy bank) The students were very excited and said," piggy bank. "The teacher made a mysterious appearance and said," Do you want to know how much it costs to buy this beautiful piggy bank? " The student replied eagerly, "Yes! The teacher said wittily, "Guess." "The students guessed happily:" 2 yuan. " "Too cheap, can't afford it. "The teacher shook his head and said." 30 yuan. "A student can't wait to shout out. The teacher was surprised and said, "It's too expensive! I can make a lot of money if I sell it to you at this price. "... in this way, teachers and students unconsciously learned mathematics knowledge together in the game of guessing the price. Five, skillfully set up classroom exercises, enhance learning interest exercises is an important part of classroom teaching, is the basic way to form knowledge skills, is an important means to cultivate students' ability. Well-designed classroom exercises can not only consolidate new knowledge, develop students' thinking, promote the transformation of knowledge and ability, but also improve students' interest in learning. Therefore, teachers should pay attention to the diversification of practical forms in teaching, face all, and let everyone get the opportunity to consolidate new knowledge. 6. Show wonderful endings to keep students interested. Teachers should carefully design diverse, novel, vivid, wonderful and interesting classroom endings according to the characteristics of teaching content and students' reality, so that the mathematics classroom endings are as intriguing as wonderful music, and achieve the good effect of "although the class is over, the interest is still there". In a word, interest in learning is the nutrient and catalyst for students to learn mathematics. Only by doing everything possible to stimulate students' interest in learning, delight students' body and mind, activate the classroom atmosphere, and cultivate and improve students' learning confidence can teachers achieve twice the result with half the effort.