First, care about students and cultivate interest.

If students like their teachers. Then you will have motivation and interest in the subject taught by this teacher. Teachers should use a sincere heart to awaken countless childlike innocence who love mathematics.

1, caring classmates in life

In real life, due to various reasons, some primary school students are neglected and cared for, and these students especially need the "love" of teachers. No matter in class or after class, I always give my children motherly care and love. Many students dare to communicate with me, and we have formed a good friend relationship. Students speak enthusiastically in my class, thus cultivating students' interest in learning mathematics.

2. Help poor students study.

The learning ability of primary school students directly affects their interest in learning. With a sense of learning ability, you should be interested in learning, but some poor students have a hard time learning. I help these poor students make up for the shortcomings of mathematics knowledge in time. I not only give necessary counseling after class, but also give counseling in class, paying special attention when giving lectures. Try to let them answer the questions that can be answered when asking questions in class; When students do their homework, they should focus on counseling; Poor students' homework should be approved in class as far as possible, and the existing knowledge defects should be made up in time. With this perseverance, poor students change quickly.

3. Praise and encourage, and build confidence.

Poor students often feel inferior, have no interest in learning and are discouraged. In order to eliminate their inferiority complex and stimulate their interest in learning, I try my best to find their little progress in teaching, praise and encourage them in time, stimulate self-motivation and study hard.

Second, strengthen intuitive teaching, guide the operation of learning tools and cultivate interest in learning.

Pupils have strong figurative thinking but weak abstract logical thinking, poor intentional attention and are more interested in concrete objects, teaching AIDS and learning tools. Therefore, strengthening intuitive teaching, guiding the operation of learning tools and letting students use their hands and brains can cultivate students' interest in learning. So I make full use of teaching AIDS in teaching, right? Reasonable and intuitive operation, what students can do, should be done by students themselves.

For example, when learning the area of trapezium, let students take out two prepared trapeziums with the same size and guide them to make a learned figure-parallelogram. Then inspire students to carefully observe the relationship between the base and height of parallelogram and the original trapezoid. Because students have gained a lot of perceptual knowledge in hands-on operation, it is not difficult for students to see that the base of parallelogram is the sum of the upper and lower bases of the original trapezoid, the height is the height of trapezoid, and the area of trapezoid is half that of parallelogram. Next, under the guidance of the teacher, the area calculation formula of trapezoid is deduced. In this way, teachers guide students to think, operate and express in operation, so that students can not only learn knowledge smoothly, but also cultivate their interest in learning.

Third, combine teaching with practice to cultivate interest in learning.

The close combination of teaching and practice is an important way to cultivate students' interest. Therefore, while explaining mathematics knowledge in combination with real life, I pay great attention to guiding students to solve problems in daily life with what they have learned, and organize and guide them to participate in necessary practical activities.

For example, after teaching "Calculation of Rectangular and Square Area", I asked my students to measure the length and width of the living room at home, then measure the side length of tiles, and finally figure out how many tiles are needed to lay such tiles in the living room. If a tile 8 yuan, how much does a * * * cost? This will not only enable students to further master the calculation of rectangular and square areas, but more importantly, apply what they have learned to practice. Let students feel that mathematics is around us, thus generating interest in mathematics learning.

Fourth, set up contradictions, create scenarios, and stimulate interest in learning.

The ancients said it well: learning begins with thinking, and thinking begins with doubt. Children are particularly curious and often show unusual interest in novelty. Therefore, I carefully design suspense in mathematics teaching, deliberately create problem situations, so that students have some "confusion", thus generating a strong thirst for knowledge in an incomprehensible situation, and stimulating interest in exploring mysteries in an excited psychological state eager to solve suspense.

When I was teaching the "Year, Month and Day" section, I asked a question in front of the new teacher: "Xiaohong is seven years old. Her brother Xiao Qiang has only had three birthdays since he was born. Who knows how old Xiao Qiang is? " Some students say, "Three years old", while others say, "No, Xiao Qiang is my brother. How can he be three years old? " When contradictions arise, the desire to solve them arises. All students are thinking happily, and their interest in learning arises spontaneously. Therefore, we should always deliberately create some contradictions at key points to stimulate students' interest in learning.

Fifth, update teaching methods to stimulate students' interest in learning.

Pupils are curious and eager to learn, and their interest is easily stimulated by novelty. Therefore, we can start with the renewal and reform of teaching methods, use flexible and diverse teaching methods, and strengthen the stimulation of novelty, so as to attract students' intentional attention and keep their cerebral cortex excited, thus stimulating students' interest in learning and mobilizing their enthusiasm for learning.

When teaching the concept of "prime numbers and composite numbers", the whole class starts with 1 and numbers them one by one. First, guide the students to look at the number and say the number of its factors, and use the number of factors to distinguish the two different concepts of prime number and composite number. Then ask, "How many prime numbers are there within 20? Who is the composite number less than 20? What is the smallest prime number? What about the minimum composite number? Must prime numbers be odd numbers? Who is the number that is both prime and even? " It is very interesting for students to use people to algebra and represent answers. Every student should not only identify with himself, but also judge whether the students around him are correct. The atmosphere is warm, interesting and tense. Finally, I asked, "Do prime numbers and composite numbers constitute non-zero natural numbers?" Everyone nodded and said yes, only "1" raised their hands and said, "1 is neither a prime number nor a composite number, but 1 is also a natural number." Students suddenly realized that the original non-zero natural numbers include "1" in addition to prime numbers and composite numbers.

Sixth, introduce competition mechanism to stimulate interest in learning.

Striving for strength and competitiveness is a major feature of primary school students. Introducing competitive mechanism into teaching and developing some competitive learning activities properly will make learning activities warm and tense, which is conducive to stimulating interest in knowledge and cultivating competitive consciousness. When students relax, I often organize students to have a small competition for three to five minutes as appropriate. You can choose representatives from each group to take part in the competition, or you can take part in the team competition or the "relay race" of a group of small problems. Ranked on the spot. In addition, "seeing who is faster to whom", "winning the red flag" and "striving for the first place" can make students eager to try, compete for knowledge and stimulate their interest in learning.

Seven, experience the joy of success and stimulate interest in learning.

Learning is a hard mental work. Once students find the answer to the question through their own independent thinking, they will experience the joy of success. If some students question that "dividing by zero is meaningless", I encourage them to write the following divisors into corresponding multiplication operations:

①7÷0=( ); →→( )×0=7

②0÷0=( ); →→( )×0=0

Results Under the inspiration of the teacher, the students found the root cause: (1) "does not exist"; ② is "not unique, it can be any natural number", so dividing by zero is meaningless. It can be seen that when students encounter problems, teachers should seize the powerful opportunity, give timely guidance, induction, "bridging and paving the way", etc., to help students succeed continuously and experience the joy of success, thus constantly stimulating students' interest in learning.

In short, there are many ways to cultivate and stimulate students' interest in learning in primary school mathematics teaching activities. Only by summing up, accumulating and innovating in practice can we better promote mathematics teaching in primary schools.