"Interest is a close friend of learning and a driving force for learning. Anyone who is interested in learning must work hard to understand and master it. Only when students are interested in knowledge will they love and enjoy learning. Therefore, teachers must try their best to cultivate students' interest in learning geography, encourage them to love geography and take the initiative to learn geography, so as to achieve good teaching results. At present, there are many problems in geography education in China, especially the basic geography education in some backward areas. Geography, as a "minor course", is ignored by schools and rejected by students. Many rural middle schools have no professional geography teachers, all of whom are foreign language teachers. For various reasons, students' aspirations, hearts and interests are not here. The final result is that junior high school graduates' basic knowledge of geography is generally weak, and junior high school geography teaching is serious. Standing at a new starting point, how to re-cultivate students' interest in learning geography? Let them enjoy learning geography, learning geography? After a year of geography teaching, I have the following views: (1) Establish an equal relationship between teachers and students. First of all, as a teacher, we should have a democratic mentality, communicate closely with students, be brave in breaking the situation of teachers' concentrated opinions, allow and encourage students to speak in class and express their opinions, especially teachers should treat students' seemingly "incredible" and "unconventional" views, and even some seemingly "incredible" and "incredible" ideas. Fully mobilize students' enthusiasm and initiative, and let everyone participate in the classroom. (B) the establishment of incentive evaluation classroom. In geography classroom teaching activities, geography teachers should be good at using "affirmative and encouraging" classroom evaluation, such as "appreciative nod, affirmative words and approving eyes". These seemingly insignificant actions for teachers are great spiritual encouragement for students. These insignificant encouragements can make students who dare to express their opinions have a successful emotional experience, and the inherent energy contained in this emotional experience is enormous. These enormous energies can create appropriate problem situations. In geography classroom teaching, geography teachers should carefully create appropriate problem situations around the main knowledge of geography, and put forward some valuable questions that are beneficial to the cultivation of students' thinking, especially those that can stimulate students' desire to explore and inspire students' creative thinking, such as "geographical location, measurement, significance", "sunshine map", "isoline" and "geographical horizontal distribution law", and encourage students to discuss with each other. Let students sort out knowledge and refine methods by exploring questions in learning activities, so as to enhance the flexibility of thinking, cultivate the scientificity of thinking, develop students' innovative spirit and form a strong sense of innovation in the process of questioning and exploring. To innovate the classroom, we should try open teaching instead of closed teaching. Geographical knowledge is an organic combination of nature and society. Only when geography class returns to nature and goes to society will students have lasting interest. For example, "weather forecast" can go to the meteorological station; Learning map knowledge can take students to the wild and guide them to use it in practice; You can go to the environmental monitoring station to learn "environmental protection knowledge" and understand the local pollution and control situation. (four) combined with the actual life, pay attention to social hotspots. Compared with other disciplines, geography is closer to our lives, and many geographical phenomena and knowledge are closely related to our lives. In classroom teaching, teachers can combine relevant textbook knowledge with social reality to inspire students' thinking and broaden their horizons. For example, when teachers talk about atmospheric inverse radiation, they can start with examples such as how to prevent frostbite of crops when the cold wave comes in early spring, and then guide students to think, analyze and discuss. This can not only enliven the classroom atmosphere, master relevant knowledge, but also stimulate students' thirst for knowledge and exploration spirit, so as to achieve the purpose of cultivating ability and improving interest. Social hot spots and focus issues are often the starting point of geography examination questions, but also the seasoning to mobilize students' emotions, and the ultimate goal of hot spots and focus issues is to examine the basic knowledge and skills of geography. Therefore, in the usual teaching, we should pay attention to social hot spots related to geography, and combine hot spots and focus issues with teaching materials to find out relevant geographical data, and analyze, explain and evaluate many problems faced by human beings with subject knowledge, so as to truly apply what we have learned. For example, when it comes to "Northwest", you can contact the location advantage of Jiuquan Satellite Launch Base. This not only helps students analyze problems from the perspective of geography, but also recognizes the relationship between this discipline and other disciplines. Some traditional hot issues, such as rational development of energy resources, optimization of resource allocation (South-to-North Water Diversion, West-to-East Gas Transmission and West-to-East Power Transmission), Three Gorges Project, Revitalization of the Old Industrial Base in Northeast China, Coordinated Development of Man and Environment, and Ecological Agriculture, need teachers to guide students to link geographical knowledge with these problems in production and life in time, and guide students to discover, explain and solve these problems from a geographical perspective. (5) Actively carry out colorful extracurricular activities. Geography extracurricular activities are the extension and supplement of geography classroom education. Only by organically combining classroom education with extracurricular activities can we fully complete the task of geography teaching. Extracurricular activities can not only deepen students' understanding and digestion of geography textbook knowledge, help solve some difficult problems in textbooks and consolidate textbook knowledge, but also expand students' knowledge, broaden their horizons, cultivate students' interest in learning geography and develop their intelligence and ability. There are many ways to do this, such as: (1) encouraging students to read more newspapers and magazines in their spare time, and editing geographical manuscripts and wall newspapers irregularly; (2) Hold some special lectures, such as inviting some experts to talk about "hot spots" (Middle East peace, abnormal climate and environmental protection, ozone hole and economic integration); (3) such as astronomical observation, environmental monitoring, local investigation, geographical photography, teaching aid production, etc. (4) Regularly organize geography knowledge contests and geography amusement palace activities. With this good teacher, students have the motivation to study geography for a long time, actively participate in the whole teaching process, change passive learning into active learning, and form a good cycle of teaching and learning. However, the cultivation of interest can not be completed overnight, but lies in the gradual accumulation in the process. I believe that through the joint efforts of teachers and students, there will be a new breakthrough in geography teaching.