Interest is people's positive cognitive tendency towards objective things, and it is a complex personality quality, which promotes people to explore new knowledge and develop new abilities.

To cultivate students' interest in learning, teachers should first understand which subjects students are interested in and which subjects they are not interested in. Usually, I often hear some parents sigh: "Our children have a headache when they learn math ..." So, what causes it? According to my observation of teaching practice for many years, whether students are interested in a certain subject depends largely on their academic performance. For example, some children like to learn math. They usually solve math problems effortlessly and get good grades. This is related to the constant praise of teachers and parents, and correspondingly consolidated his enthusiasm for learning this course.

To cultivate students' interest in learning, teachers should make full preparations before class, make each class vivid, make students understand and understand, and make students interested in the courses you teach. At the same time, we should also pay attention to consolidating students' interest in learning, praising students' learning progress in time, and constantly stimulating students' thirst for knowledge, thus encouraging students to study independently.

For example, in the teaching of "the circumference of a circle", when measuring the circumference of a circle, students can use a ruler to accurately measure the circumference of a plane figure they have touched before, but the same method cannot be used to measure a closed curve. Teachers can arrange teaching activities according to students' interests. Ask the students first: "When learning squares and rectangles, you can directly measure their perimeters with a ruler. The circumference of a circle is a closed curve. How can you measure its circumference? " Students can measure with a ruler and cloth. How many ways are there? Let's experiment. "In an instant, everyone participated in the classroom. You did the experiment, so did I. The atmosphere is very lively. Then everyone published their own experimental results. Some said, "I measured the circumference of these circles by rolling method", while others said, "I think the rolling method has its limitations. If I encounter a circle that can't be rolled, I think it's best to measure it with a rope. " The teacher first affirmed their way of thinking, and then made a tangible experiment: tie a button with one end of the string, hold the other end of the string with your hand, turn the string around, and draw a circle with the button in the air. " Like this circle, can you measure its circumference with rope and rolling? Can you find the general rule of finding the circle? "Then, the computer demonstrates the traces left by two circles with different sizes after the same circle rotates once." Who has anything to do with the circumference of the circle you see? What does it matter? "Let's experiment again until we come to the conclusion that the circumference of a circle is π times the diameter. In the whole teaching process, teachers attach importance to stimulating interest, guiding students to learn independently, enabling students to master knowledge well and promote the internalization of knowledge.