First, create a lively and interesting teaching situation to stimulate interest in learning. Only when students have the need and desire to learn mathematics can they have a psychological force to motivate and push themselves to learn mathematics and actively participate in learning activities. In order to meet this need and desire, in the process of mathematics teaching, we should consider the characteristics of students' physical and mental development, and combine students' existing knowledge and life experience to design interesting mathematics teaching activities, so that students have more opportunities to learn and understand mathematics from familiar things around them. For example, in the initial understanding of teaching scores, I designed it like this: Today, the teacher handed out moon cakes to everyone, so please point out with your fingers how many moon cakes each person gave out, and listen carefully to the teacher's request before doing it. If there are four moon cakes, divide them equally between Xiaoming and Xiaohong. Please point out the number of moon cakes that everyone gets with your finger. The student quickly stretched out two fingers. I went on to say that there is only one moon cake now, which should be divided equally between Xiaoming and Xiaohong. Please point out the number of moon cakes distributed by each person with your finger. At this time, many students are confused. A classmate stretched out a crooked finger and asked him what he meant. He replied that it meant that everyone was given half a moon cake. So I asked further: Can you use a number to represent "half"? The student was stumped. At this time, it has become students' own desire to learn "scores" new. For another example, when teaching the "Preliminary Understanding of Decimals", starting from students' existing life experience, a supermarket was first created to display some commodities and their unit prices for students to do shopping activities. In the activity, students can read the price of goods according to their own life experience. Then, in a relaxed and happy situation, let the students observe and discuss with their own textbooks. "What are the characteristics of these figures?" "What are these numbers called?" Wait for questions. At this time, learning decimals has become students' own needs. When students are learning to read decimals, they design such a question: What is the difference between the numbers to the right of the decimal point and the numbers to the left of the decimal point? This question has aroused students' desire to explore. In the whole teaching process, students have the feeling of "a wave of unrest, another wave of unrest" and always take the initiative to participate in learning activities. In all aspects of mathematics teaching, we should carefully create a learning atmosphere full of beauty and wisdom, so that students can have concrete feelings about the objective situation, stimulate their interest in learning, devote themselves to learning and fully develop their potential abilities. Second, pay attention to the effective evaluation language in the classroom and stimulate interest in learning. Harmonious classroom evaluation can enrich students' learning activities and stimulate their interest in learning. In class, we all use evaluation, which can be oral language, or body language such as admiring eyes and kind smiles. For example, "Your idea is unique and we can discuss it." If the questions raised by students are really valuable, the teacher should immediately affirm: "Your questions are valuable and the teacher attaches great importance to them." If conditions permit, students can be organized to discuss together. Sometimes, we will hear comments like "not bad" and "not bad" in class. It is simple for teachers, but it lacks pertinence for students, which may even dampen students' interest in learning and weaken their initiative in learning. Effective evaluation can not only point out the advantages and disadvantages, but also stimulate students' interest in learning. Third, establish a democratic and harmonious relationship between teachers and students to stimulate interest in learning. Han Yu once said, "A teacher is a teacher, so preach, teach and dispel doubts." As we all know, only by "learning from its teachers" can we "believe in its way". Which teacher children like will be more beneficial to the teacher's class. Modern educators believe that students will actively explore knowledge on the basis of democracy, equality and friendly cooperation between teachers and students. Therefore, a harmonious relationship between teachers and students can not only improve the efficiency of classroom teaching, but also make students grow up physically and mentally. In classroom teaching, teachers are the dominant and students are the main body. This is only the division of roles, and teachers and students are equal in personality. Teachers should step down from the high platform, go deep into the students, face each student with full enthusiasm, good mood and sincere smile, so that students can feel the teacher's approachable and amiable, so as to be willing to communicate with teachers and increase their interest in learning. Once, I asked the students to do the exercises that I assigned by themselves. Suddenly, all his life, he said loudly, "There is a pigeon whose letter can't be delivered." I smiled and asked which one it was, and other children rushed to answer: "15-9". The children found the teacher's mistakes and boldly pointed out that this shows that students are the masters of learning. Imagine if I immediately criticized that rash voice, not only the students' thinking would stop, but also the enthusiasm of other children would be affected. In addition to treating students with equal enthusiasm in class, teachers should also be willing to devote themselves to emotion, contact students more, take the initiative to talk with students and ask them about their study and life. Close the psychological distance between teachers and students. Teachers should respect students' personality, students' choices, students' personalities and care about every student. When students make mistakes, don't criticize them too much, but give them time and opportunity to correct them, so that students can feel that "the teacher is expecting me" and consciously devote themselves to active learning. Fourth, let students practice hands-on operation to stimulate their interest in learning. In classroom teaching, it is very important to let students practice, let them gain knowledge from it, stimulate students' interest in learning, and at the same time make them deeply understand knowledge and use it effectively. Therefore, in classroom teaching, teachers should let students talk, talk, swing and think, gradually abstract mathematical concepts from a lot of perceptual knowledge, and change boring passive learning into active learning, thus stimulating learning interest. Moreover, by letting students practice the operation, they can constantly stimulate their thirst for new knowledge. And in practice, students' abstract thinking has been developed and made great achievements. For example, when I teach "fun puzzles", I teach them through the following four groups of activities: first, let the students "roll", and let the children take out a cuboid, a cube, a ball and a cylinder from their schoolbags in turn and put them on the skateboard together to observe what happens when these four objects slide down at the same time. In this way, teachers can find the law by guiding students to "roll"