My first assignment is as a primary school teacher. How to improve students' interest in learning mathematics is a problem worth thinking about. Why students don't want to learn mathematics? Classroom teaching is an important link. Therefore, in mathematics classroom teaching, 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 exploring the intellectual factors in textbooks, assess the situation and seize the opportunity.

First, draw suspense before class to stimulate students' interest in learning.

A good beginning is half the battle. It is very important to induce students to have a strong thirst for knowledge from the beginning of the new class. Arouse students' sense of pleasure, arouse students' direct interest, guide students to pay attention from unintentional to intentional, and develop indirect interest. Therefore, teachers must carefully design the introduction of each class according to the teaching content and students' reality, stimulate students' interest in learning with clever introduction, and let students actively participate in learning. For example, in teaching, who can guess? At this time, the students saw two pencils on the ground and wanted to try them, and the classroom atmosphere immediately became active. When the students were named to try again, I immediately asked: Why are the numbers formed after the teacher dropped two pencils several times? Do you want to know? At this time, students' interest in learning new knowledge arises.

Second, the use of multimedia teaching makes mathematics learning lively and interesting.

Multimedia teaching has the characteristics of visualization, diversity, novelty, interest, intuition and richness. It can stimulate students' interest in learning, make students really become the main body of learning, and change passive learning into active learning. Therefore, at present, the general teaching materials are designed with a large number of direct diagrams, which illustrate mathematical knowledge such as concepts, properties, laws and formulas through concrete objects. This not only makes it easier for students to understand and accept, but also gradually cultivates their abstract generalization ability and stimulates their interest in learning. For example, when teaching the elementary knowledge of cuboids and cubes, students are vividly shown the six faces of cuboids by using multimedia teaching to help them understand that cuboids have six faces, and each face is a rectangle; There are also 12 edges, which are divided into three groups, and each group has the concept that four edges are equal in length. In the process of learning, students are full of interest and have high learning efficiency.

Third, guide students to operate and cultivate students' interest in learning mathematics.

Mathematics learning in primary schools is a process of actively constructing knowledge. For students, acquiring mathematics knowledge is not passively absorbing textbook knowledge, but a process of practice and innovation. Practice is the basis for students to actively construct knowledge. Through the practical process of students' oral, hands-on and brain operation, students' ability to find and solve problems is improved and their innovative consciousness is cultivated. As the old saying goes, what you get on paper is always shallow. They never know that this matter should be put into practice. We should provide enough opportunities for students to experience and explore. For example, when teaching the calculation of triangle area, I arranged for students to operate in groups, and inspired them: Can we convert the triangle into a learned plane figure by cutting, supplementing and spelling to calculate the derivation formula? Some students use two identical triangles to form a parallelogram or rectangle or square; Some students use scissors to cut triangles into parallelograms. In this operation, I allow students to discuss and help each other, patrol and guide themselves, and students explore the derivation process through bold attempts. This process not only fully demonstrates students' creative personality, but also improves students' practical ability, allowing students to experience the process of doing mathematics and the formation of mathematical knowledge in hands-on operation, further stimulating students' interest in learning mathematics and generating sparks of innovative thinking.

Fourth, in the practice class, you can choose some topics that students like and have a little plot, which are widely used in students' life experience and daily life. Let students become interested in knowing through a small number of interesting topics and various forms of topics. For example, after learning the perimeter and area of a circle, in order to make the calculation process more clear, I remind students to make a mark before each formula. For example, when calculating the perimeter of a circle, use the perimeter formula. (Anti-terrorist elite, abbreviated as CS, is the name of a gunfight video game, which emphasizes quickness, agility and courage to attack. There was laughter in the classroom, and I was just about to criticize him when I suddenly changed my thinking angle and said, Yes! It's' CS', a battle of calculation. Let's see who can get less bullets in this battle, pass the test smoothly and win a great victory. After listening to my words, all the children got excited, even those boys who are not very active in class at ordinary times quickly and seriously devoted themselves to the battle of calculating CS. The students in the board game did not return to their seats immediately after finishing the exercises, but carefully checked their calculations. The metaphor of CS has been fully adjusted.

In short, mathematics classroom teaching activities are bilateral activities of teaching and learning under the guidance of teachers in order to achieve the established teaching objectives. As a math teacher, we should flexibly adopt various methods in teaching according to different teaching contents and different students' realities, so as to further stimulate students' interest in learning, make students' thinking active, and make students' brains actively turn, thus activating classroom atmosphere and improving classroom teaching effect.