1. Making students clear their learning goals is the most fundamental driving force to improve students' enthusiasm for learning mathematics. Only by letting students know their learning goals clearly and understand why, what and how to learn can they greatly stimulate their interest in learning, mobilize their enthusiasm for learning and improve their learning quality. This requires students to have a correct understanding of learning-"learning is the need of modern people's survival." With the rapid development of modern science and technology, human beings have been brought into the information age. The rapid update of new knowledge and old knowledge requires people to study hard, be good at learning and study for life. 2. Making students master the learning process is the most basic way to improve students' learning. Only when students participate in discovering new knowledge, solve problems independently, be good at thinking and get used to summarizing and sorting out can they really exercise their thinking, develop their intelligence and develop their ability. 3. Creating a relaxed learning atmosphere and stimulating students' interest in learning is the most effective way to improve students' enthusiasm for learning mathematics. We know that mathematics is not only a cognitive process, but also an emotional process. To arouse students' enthusiasm for learning mathematics, we should pay attention to cultivating their interest in learning mathematics. To cultivate students' interest, we should start from the following aspects: 3. 1 Create a harmonious and pleasant classroom atmosphere for students. Make use of various teaching methods to make teachers' teaching content novel and interesting. On the one hand, it makes the teaching content more vivid and intuitive, on the other hand, it makes students feel interesting in class, so that they can feel fun in learning. This active classroom atmosphere has undoubtedly greatly improved the enthusiasm for learning. 3.2 Clever suspense to stimulate students' desire for learning is a psychological feature that tends to know, study and obtain something. If students are curious, they will have a strong interest in learning. Therefore, in the process of learning, by cleverly setting suspense, students can be eager to know some knowledge, thus stimulating their desire for learning. 3.3 Pay attention to establishing a good relationship between teachers and students, and strengthen emotional communication between teachers and students. When a teacher smiles in class, his joyful mood will infect students and give them a sense of intimacy. Therefore, in classroom teaching, teachers should face every child with a sincere smile, let teachers and students communicate their feelings, and let every child participate in classroom learning organized by teachers with a good attitude. Teachers should also give more encouragement to students with unsatisfactory academic performance, so that they have confidence in learning well. Giving students praise often and finding the "bright spot" of students' thinking can also stimulate students' thirst for knowledge and enthusiasm for learning. 3.4 Bring mathematics into life. In classroom teaching, teachers should try to simplify math problems into common, understandable and acceptable problems in life, give students time to think independently after asking questions, and let students try to solve problems boldly. Give full play to students' thinking and creativity in teaching, and better cultivate students' thinking ability. The leading role of teachers lies in designing problems, stimulating thinking and giving targeted guidance to students' thinking problems. In this way, students can not only master mathematics knowledge and skills, but also connect mathematics learning with real life. 3.5 Emphasis on reviewing primary school mathematics knowledge after class is characterized by strong systematicness and close contact. After-class review can give students a space to sum up, explore and develop, which can not only consolidate and develop what they have learned in class, but more importantly, develop students' intelligence, improve their interest in learning and cultivate their ability to find problems. However, due to the limitation of students' thinking development level and acceptance ability, the teaching of some knowledge is often divided into several classes or semesters, and it is necessary to pay more attention to the connection and systematization of knowledge consciously in order to receive good learning results. For example, when teaching two-step application problems, we should first review the related one-step application problems, so that students can easily see the connection and difference between two-step application problems and one-step application problems, thus quickly mastering the connection and difference between two-step application problems, and then quickly mastering the analysis and problem-solving methods of two-step application problems. Students are required to have a good grasp and application of the knowledge of one-step application problems, so they should pay attention to the after-class review of relevant knowledge. It is on the basis of paying attention to after-class review that we can achieve better learning results and increase students' sense of accomplishment. 3.6 Pay attention to hands-on practice in the learning process. In order to achieve good classroom efficiency, we must guide all students to actively participate in learning activities. Therefore, in mathematics classroom teaching, teachers should provide activities for students so that every student can participate in learning. Here, we especially emphasize doing, because only through practice can we truly digest and integrate what we have learned; Through practice, students perceive, understand and master mathematical knowledge through "touch". On the one hand, hands-on practice arouses students' learning enthusiasm, which is conducive to students' perception and understanding of new knowledge, on the other hand, it also promotes students' learning ability and classroom teaching efficiency. 4. The adequacy of teachers' preparation before class is an important factor that affects students' learning enthusiasm and directly affects students' learning effect. A complete and clear classroom teaching goal will definitely improve students' learning effect. So, what aspects are reflected in the formulation of scientific teaching objectives? First of all, teachers should reasonably determine the breadth and depth of teaching content. Generally speaking, students' acceptance ability should be considered, so the amount of information in a class should be arranged reasonably. Students in lower grades should be distinguished from those in higher grades. Because different grades have different levels of thinking development, the corresponding teaching progress should also be treated differently. Secondly, it is necessary to distinguish the key points and difficulties in the teaching content, so as to prevent students from not mastering the main basic content and spending more time on secondary or easily accepted content, thus failing to achieve the predetermined teaching effect.