Mathematics is a highly abstract subject, and how to stimulate students' interest in learning is a problem that mathematics teachers should attach great importance to in the teaching process. Teaching practice shows that if students are curious about mathematics knowledge and confident in learning mathematics knowledge, they will always study actively and happily. Therefore, in mathematics classroom teaching, that is, how to combine the characteristics of primary school mathematics and adopt effective teaching methods according to children's age characteristics to stimulate and cultivate students' interest in learning mathematics. We should always pay attention to the intellectual factors in the teaching materials, assess the situation, seize the opportunity, create a good teaching situation for students, stimulate students' interest, and let students explore happily in learning mathematics. Below, I will talk about some experiences in combination with the lesson of axisymmetric graphics. First, guess words and tell stories before class to make math learning lively and interesting. Yu Yi, a famous special-grade teacher, once said: "The first hammer in class should knock on students' hearts, stimulate their thinking sparks, or attract students as firmly as a magnet. "A good beginning is half the battle. Teachers create a good beginning according to children's psychological characteristics, which can attract students' attention at the beginning of the class, ignite the spark of students' desire for knowledge, and make them actively and emotionally accept new knowledge. Therefore, teachers must carefully design the lead-in at the beginning of each class according to the teaching content and students' reality, stimulate students' interest in learning with clever lead-in, and let students actively engage in learning. For example, in the introduction of "axisymmetric graphics", I first took out a teaching aid for Mickey Mouse with only one ear and told the students that Mickey Mouse's ear had fallen off. Who can guess where Mickey Mouse's ear should be stuck? At this time, the middle-grade students saw Mickey Mouse in the cartoon and wanted to try it. The atmosphere in the classroom immediately became lively. When the students were named to stand on the board and stick their ears, I immediately asked why Mickey Mouse's ears were stuck here, which naturally led to Mickey Mouse's. Second, play the role of multimedia teaching AIDS and attach importance to intuitive teaching, thus making mathematics learning lively and interesting. The thinking characteristic of primary school students is that they take thinking in images as the main form and are more interested in specific objects. Because the concrete image is intuitive, vivid and impressive. Therefore, the current general textbooks are designed with a large number of intuitive views combined with the teaching content, and illustrate mathematical knowledge such as concepts, properties, laws and formulas through specific images. This not only makes it easier for students to understand and accept, but also gradually cultivates their abstract generalization ability, which can stimulate their interest in learning. For example, when I was teaching axisymmetric graphics, I used computer animation to demonstrate the overlapping process of airplanes, Tiananmen Square and trophies, so that students can intuitively feel that if a graphic is folded in half along a straight line and the graphics on both sides can completely overlap, it is called axisymmetric graphics, so that students can establish the concept of "symmetry" from the observation and analysis of the picture. Third, through practical operation, abstract mathematics becomes lively and interesting, thus arousing the enthusiasm of learning. Only by the teacher's teaching, students can easily feel tired and bored through a kind of sensory learning, and the effect is poor. But through a variety of senses, students' active characteristics and strengths will be brought into play, so that they can do it themselves, draw pictures themselves, compare themselves, measure themselves, spell themselves and cut themselves. For example, when I teach axisymmetric graphics, let the students fold up the geometric figures we have learned, such as rectangles, squares, trapeziums, parallelograms and so on. Which of these figures are axisymmetric and how many axes of symmetry are there? Because students do it themselves and participate in practice, they are very interested in learning, especially when folding parallelogram, many students think it is an axisymmetric figure at first sight. At this time, the teacher inspired the students to fold the parallelogram by themselves, which is called parallelism? Students find that no matter how they fold, they will not overlap. When the teacher asked how many axes of symmetry there are in a hexagon, some students said there was only one, while others said there were two, three, four and so on. How many people are there? All the students have questions on their faces. After heated discussion and hands-on practice, the students began to raise their hands to answer. There are six items, and then students show them to students who don't understand, and then they suddenly realize. Here, the teacher puts forward two thoughtful questions, asking questions at different levels, allowing students to solve them themselves, so that students' interest in exploring knowledge fluctuates and they are always in a state of intense and exciting learning. Fourth, the form of practice should be scientific and interesting. Bruner said: "The best stimulus for learning is interest in the materials you have learned. "In teaching, you can choose some topics that students like, have a little plot, and are widely used in students' life experience and daily life. Through a small number of interesting topics and various forms of topics, students become happy to know them. For example, after completing the teaching of axisymmetric graphics in this class, I designed these groups of exercises, such as judging which graphics are axisymmetric graphics and which are not by using the national flags and traffic signs of various countries, which not only enables students to consolidate the concept of axisymmetric graphics by using the newly learned knowledge in this class, but also increases a lot of extracurricular knowledge. The students are very interested in learning and the classroom atmosphere is very active. Then students will be promoted to abstract thinking after they have a perceptual knowledge of the above graphics. So I designed a set of exercises to let students draw axisymmetric figures on square paper, and finally let them find a way to make an axisymmetric figure you like. At this time, the students are eager to try. They use various methods to make an axisymmetric figure. Some draw half an axisymmetric figure on paper and cut it out, some do it on the nail board, and some draw it with half a color stroke, and then let them put their works on the stage. These groups of exercises pay attention to purpose, embody ladder and diversity, and are enlightening in design. Through practice, students can deepen their understanding and mastery of mathematics knowledge, improve their thinking ability, feel the connection between mathematics and life, cultivate their sense of exploration, and promote students to experience the joy of success in practice. Classroom learning should make students learn in happiness. Scientific research shows that when people are relaxed, neurons in the cerebral cortex can form an excitation center, which makes the channels for nerve cells to transmit information unimpeded and makes their thinking quick and agile. This can speed up the process of receiving, storing, processing, combining and extracting knowledge, and quickly consolidate knowledge and transform it into ability. As a result, he has a strong interest in what he has learned, and he will have unlimited love. Generate has amazing enthusiasm for learning. He went all out to explore and forge ahead, and even created miracles. At the end of this class, I specially let the students enjoy the program "Avalokitesvara with Thousand Hands" in the Spring Festival Evening of 2005. There are many symmetrical and beautiful buildings in ancient and modern China and abroad, which makes the students feel that there is mathematics everywhere in their lives, and mathematics can give people a kind of beautiful enjoyment, thus deepening their further consolidation and acceptance of the concept of axisymmetric graphics. The scientist Einstein once said, "Love is the best teacher. "As a math teacher, we should flexibly adopt various methods in teaching according to different teaching contents and different students' realities, further stimulate students' interest in learning, make students' thinking active, and make students' brains actively turn, thus activating the classroom atmosphere and improving the classroom teaching effect.