"The knower is not as good as the knower, and the knower is not as good as the knower." It can be seen that the importance of students' interest in learning, psychologists also pointed out: "Interest is the best teacher." The New Curriculum Standard points out that in order to truly realize student-centered mathematics teaching, it is necessary to stimulate students' interest in mathematics and make mathematics learning a vivid, active and personalized process. Mathematics teaching focuses on cultivating students' interest. With interest, students can be willing to walk into the classroom, taste the interest in learning mathematics, and have the desire to show their self-ability. So, how to cultivate students' interest in learning mathematics? Teachers should adopt vivid, interesting and distinctive teaching methods according to the characteristics of teaching materials and students' age and psychological characteristics to create a good learning atmosphere for students, stimulate students' strong interest in learning mathematics and improve the quality of mathematics teaching. Here are some specific practices in my teaching:

First, create life scenes to stimulate interest

The close connection between mathematics and life is an important concept in the mathematics curriculum standard. It emphasizes that starting from students' existing knowledge and life experience, guiding students to observe, think and communicate, fully excavating mathematics materials in life, awakening students' life experience, closely connecting mathematics knowledge with real life, and introducing themes in social life into classroom teaching are important links to embody new ideas in mathematics teaching.

For example, when teaching multiplication formula of 4, I make full use of the most familiar resource of students-selling candied haws to stimulate students' interest in learning. As soon as the class started, I introduced the topic by talking, and then I created a stall selling candied haws for students to perform, and bought the students into the real situation of candied haws, making them feel kind and natural, and mathematics was around us. This greatly mobilized students' enthusiasm, and the classroom atmosphere was lively and lively, which greatly deepened the understanding and mastery of the multiplication formula of 4, made students experience the value of learning mathematics, and stimulated their interest and enthusiasm in learning mathematics. Another example is that primary school students like to guess riddles. When teaching Year Month Day, they used a riddle: "It's strange that a baby wears more than 300 clothes and takes off one every day until the end of the year." Students guess that it is a calendar, and then observe the calendar to lead to the topic of "year, month and day", which will obviously enhance students' interest.

Create life situations, let students apply the new knowledge they have learned to real life, let students feel that learning mathematics is useful, mathematics is closely related to life, enhance students' understanding of the value and function of mathematics, and stimulate students' enthusiasm for learning mathematics. Make them have more opportunities to learn and understand mathematics from familiar things around them, realize that mathematics is around them, feel the interest and function of mathematics, and experience the charm of mathematics.

Second, use both hands and brains, question and ask difficult questions, and keep interested.

One of the characteristics of primary school students' age is lively and active. Let students participate in cognitive activities with multiple senses, which can not only enrich their perceptual knowledge of mathematics, but also promote their interest in learning. In teaching, teachers must create conditions for students to operate according to the needs of teaching content, and ask students to watch and think while operating, so as to enrich their appearances through oral and hands-on activities. When I teach the course "Knowing Corners", I first ask students to find the corners around them, then ask them to describe the corners in words, and then draw the corners themselves. After summarizing these angles, I asked the students to compete to see who drew more angles. Finally, I illustrate the practical application of corners in daily life with examples. In this way, students can have a deeper understanding of diagonal lines. It is also necessary to dictate the operation process, which not only meets the psychological needs of primary school students, but also helps students understand and master knowledge.

If teachers can also set suspense according to the teaching content, causing students' cognitive contradictions and conflicts, they can stimulate students' psychological needs to solve doubts and doubts. Then it will further enhance the interest in learning mathematics and arouse the courage and confidence to explore difficult mathematics.

Third, solve practical problems in life and continue interest.

If generating interest is the foundation and consolidating interest is the guarantee, then continuous interest is development, and mathematics has rich connotations, which are reflected in flexible application, especially primary school mathematics, as a basic subject, has its special application value. If it is linked with students' reality in teaching, students' interest in learning will be continued and developed, thus making the classroom endless. For example, after learning the surface area calculation of cubes and cuboids and the surface area calculation of combined graphics, let students use their own mathematical knowledge to solve practical problems in life and let them calculate the surface area of their boxes and wardrobes. What length data should be measured to calculate the surface area of boxes and wardrobes? Another example is the application of percentage after teaching, which leads to the wide application of percentage. However, in life, many people use percentage knowledge to do some improper behaviors, engage in gambling games, draw lottery (playing multimedia courseware), analyze the possibility of winning prizes, and point out how to expose the essence by mathematical methods, so that students can apply what they have learned to practice in each new class, so that students can realize the guiding significance of what they have learned in real life. There are many successful ways to cultivate students' interest in learning mathematics. As long as you keep trying, connecting with reality and exploring boldly, students' interest in learning mathematics will increase with your efforts.

Fourth, multiple evaluations protect interests.

"New Curriculum Standard" clearly points out that the evaluation of students should be conducive to their development, help them establish confidence in learning mathematics and help them improve their interest in learning mathematics. Therefore, the evaluation of students should adopt encouraging language, and pay more attention to tolerance, respect, understanding, trust, appreciation, praise and encouragement. Make students have the emotional experience of "learning success" and form the mentality of "happy learning", so that learning will be more active.

Primary school students in lower grades are prone to passion, emotional exposure and being dominated by specific things and changes, so teachers should take more incentive measures of praise and reward, reward their achievements by rewarding small red flowers and red flags, and let them enjoy the joy of success. Use encouraging words to those who have not achieved results: "You are smart, use your head again, and the teacher believes you can do it!" " "Enhance their confidence in overcoming difficulties and overcoming difficulties. Don't underestimate this sentence: "You speak so well!" "You are great!" "You are a clever boy!" "You are so smart! "They will all have unexpected effects. In the third grade, the purpose of primary school students' behavior is obviously enhanced and their consciousness is obviously developed. At this time, teachers use ideal education, collective sense of honor and sense of accomplishment to demand students, and with the help of competitions and other incentives, they cultivate students in stages according to their different abilities, so that students' interest has been consolidated. Therefore, multi-evaluation is of great benefit to protect students' interest in learning.

There are many ways to cultivate students' interest in learning mathematics. As long as you keep trying, connecting with reality and exploring boldly, students' interest in learning mathematics will increase with your efforts. Teaching practice has made me realize that mathematics is life, and mathematics teaching, especially in the lower grades, should be closely linked with students' real life, so that students can learn, enjoy learning, learn and learn again in the atmosphere of perception and cognition, and let them feel that the world we live in is a world full of mathematics, so as to love life and mathematics more. In a word, mathematics knowledge contains many factors that can arouse students' interest, and teachers should fully explore them and reflect them in teaching activities, so as to stimulate students' interest in learning mathematics and improve teaching quality.