Interest refers to people's understanding of something or their psychological tendency to engage in certain activities. As a psychological tendency, interest is a stable, not accidental, temporary direction. Interest is of great significance in teaching activities, mainly because once students' interest is stimulated, they will have a strong desire for knowledge about the subject, and obviously show a psychological tendency to understand and master what they have learned, so they will be very active and effective in learning. The sentence "Interest is the best teacher" is very reasonable.

Now, how to cultivate students' interest in learning in teaching is discussed. First, through the role of example, students' direct interest in learning mathematics is induced. Direct interest is the interest in the things themselves or the activities themselves. When I took over the new class of mathematical science and education, in the first class, I was not in a hurry to teach the new class, but told the students the stories of mathematicians Chen Jingrun and Hua. Described the application of mathematics in all walks of life; The origin of plus sign, minus sign, multiplication sign and division sign is described. This paper introduces the deeds of students who have won prizes in international and national Olympic mathematics competitions and China Cup mathematics competitions in recent years. Through this series of examples, students' direct interest in learning mathematics is induced. And let them talk about the role of mathematics in daily life to consolidate their direct interest. Inducing students' direct interest in mathematics is the first step to cultivate students' interest in learning.

However, the persistence and consolidation of direct benefits are limited. With the emergence of new attention goals, students' interest in mathematics will shift or disappear. Therefore, in the usual teaching work, direct interest should be developed into learning interest in mathematics to arouse students' learning enthusiasm.

Second, cultivate students' interest in learning by using various forms in teaching. 1, make it easy, and make boring content lively and interesting. There is a unit called the perimeter of rectangle and square in the fifth textbook of mathematics. It is difficult for students to understand the key point of "perimeter", especially the formula of perimeter can not be used flexibly. Many students are afraid of difficulties when learning to find the perimeter of a combination figure. How to overcome this fear of difficulties and stimulate students' interest? In class, I don't want students to ask about the perimeter of the combined figure first, but I want them to put a combined figure according to the teacher, and then compete to see who can move some sticks to turn the combined figure into a rectangle or a square, and then let them think, what is the similarity between the combined figure just now and the perimeter of the rectangle or square now? After practical operation, students understand that the perimeter of this combination figure is equal to the perimeter of a square or rectangle, understand the calculation method, and the fear of difficulties disappears. Moreover, they found that there are many calculation methods, the more interesting, the more interesting, the better the interest and enthusiasm in learning, and the better the teaching effect.

When teaching the unit "multi-digit addition" in the sixth book of mathematics, there is a section "multi-digit addition". The teaching content of this section is not difficult, but it is simple and boring, and students are prone to make mistakes. This is not conducive to cultivating students' calculation speed and accuracy. So when preparing lessons, I pay attention to the potential interest in teaching materials and try to arouse students' interest in learning. Now every family has basically installed a telephone, and the telephone numbers 334578 and 329867 are all multi-digits. The addition of telephone numbers in the same area or some telephone numbers just reflects the simple methods of "adding ten" and "changing multiplication with the same addition number" in multi-digit addition and subtraction. In view of this, I added the practice of "continuous telephone number" when designing classroom exercises. In class, several students were asked to give their telephone numbers on the spot, and the whole class acted as an "operator" and immediately added several telephone numbers. The fastest student was rated as "excellent operator", and the fastest in the whole group was rated as "best telegraph group". Students like this form of practice very much, and the speed and accuracy of practice in class are improved, and the error rate is obviously reduced. In order to consolidate the effect, students are also required to practice this way when assigning homework, which increases the difficulty and depth of correcting homework, but it is very necessary and effective for students.

2. Create scenarios to overcome the difficulties of application problems and cultivate students' interest in learning application problems. Two-step calculation of application problems is the focus and difficulty of mathematics teaching in grade three. It is the learning content that primary school students are afraid of. In teaching, I pay attention to make full use of real life and physical scenes to overcome difficulties and stimulate interest in learning. There is a kind of application problem such as "A basket of eggs weighs 36 kg, a basket weighs 2 kg, how much does it weigh to buy 6 baskets of eggs?" Due to lack of practical experience, students can't understand the meaning of the question. If the teacher is eager to analyze the quantitative relationship in the question, it is difficult for students to understand. In teaching, I am not in a hurry to teach students how to answer columns, but I want them to be "industrial and commercial personnel" to see which manufacturer's approach is reasonable. Scene 1: An old woman goes to the market to buy eggs. When the vendor weighed the eggs, she even counted the baskets and asked her mother-in-law to pay together. Scene 2: An old woman goes to the market to lay eggs. The stall owner carefully took out the eggs from the basket and took them to the scale, saying that as long as her mother-in-law paid for the eggs. Then I asked my classmates to tell me which vendor's approach was reasonable. The students all thought that the second vendor's practice was reasonable and explained the reasons. At this point, I will use slides to show examples. With practical experience, students can correctly understand the quantitative relationship in solving problems and answer correctly. After that, I want them to be my mother's helpers and buy food with my mother. Make up some application questions according to the types of questions and answer them. The students are very interested, which enhances their confidence and cultivates their interest in learning.

In teaching, the bus 15 people, get on at the first stop 13 people. The number of people getting off at the second stop is less than that getting on now 18. How many passengers get off at the second stop? In this topic, in order to let students better understand the quantitative relationship of the topic, I choose some students to play passengers, drivers and flight attendants respectively in teaching, and ask them to perform according to the quantitative relationship of examples, and the rest of the students serve as judges to see whether their performances are good or not, right? The students raised their hands and asked to participate in the performance. Even the students who are usually afraid to raise their hands raised their hands. In a pleasant atmosphere, students correctly understand the quantitative relationship of topics and achieve the teaching purpose. Through correcting homework, I found that students have a good grasp of this kind of topic.

Make full use of real life and the method of creating physical scenes to teach practical problems and attach importance to the practical application of mathematics in daily life, so that students can "apply what they have learned" and gain scientific thinking methods and experience. It is conducive to stimulating students' interest in learning and fully embodying the teaching concept of "taking children as the main body".

3. Cultivate students' interest in learning in various forms. In teaching, I use nursery rhymes, games, music and other forms to cultivate students' interest in learning. When teaching multi-digit reading and writing, I use the children's song "Remember the number order clearly". In the 5.9 billion printed brain, there are100000 levels, and four levels are clear. "and" reading should start from a high position, which one is read several times, one in the number, and none at the end. " The number of times to write is also from the high position, and whoever is a few will write a few; Every vacancy should be filled with zero, and so should cross-level vacancies. "Waiting for children's songs will help students remember and better grasp the key points and difficulties in the textbook. When teaching multipliers and multipliers ending in 0, I designed games such as "Quick and Safe Opening" and "Fun Elevator" to arouse students' learning enthusiasm and let them study in a relaxed and happy atmosphere.

4. Let the students move under the guidance of the teacher to enhance their interest in learning. The attention of third-grade students is limited. Due to the interference of many factors in the classroom, some students' attention will be distracted, and there will be desertion and small movements. Affect the learning effect. Attention is the key to a good class. We often say that attention is the window of knowledge. Without attention, the sunshine of knowledge cannot shine in. What should students do if they are distracted? At this time, I don't simply criticize or blame the students, but let the students move in the way they like, under the guidance of the teacher, which not only concentrates the students' attention, but also makes them feel interesting. For example, when teaching multiplication of multiplicand and multiplier with zeros at the end, I will judge how many zeros there are at the end of the product by the number of clapping. Because this exercise requires hands, mouth and brain, students' attention is focused on subsets. This form of exercise is more interesting than simple calculation, and it is accepted by students, so that they can learn while moving, turning unfavorable factors into favorable factors and receiving double effects. For example, when I do judgment questions, I change the previous practice of simply saying right and wrong and let students express it with body language. Take it off if you think it's wrong, and clap three hands if you think it's right; Or if you think it's wrong, use a gesture to indicate "X". If you think it's right, just sit well and let the students move under the guidance of the teacher, concentrate their attention and stimulate their interest in learning.

5. Let students feel the joy of success and enhance their interest in learning. There is a close relationship between learning interest and grades. Students get good grades because they are interested in learning, which will strengthen their interest in learning, make their interest more effective and provide stronger motivation for learning. On the other hand, low interest in learning, low enthusiasm, poor learning effect and poor grades will affect the development of learning ability. In teaching, I always pay attention to let students, especially junior high school students, feel the joy of success and strengthen and consolidate their interest in learning. For example, if the homework is written neatly and correctly, I will stamp it as "excellent" and compare it once a month. Whoever does the best will win the "Excellent Homework Award" and issue a small certificate. I am responsible for the work of a math team leader, so that every student has a hope. Students in middle and lower grades have made progress in their homework. I will write congratulations to them in time to let them see hope and enhance their confidence. After the examination, certificates were issued to the top six students, and a "progress award" was set up to fully affirm the progress of middle and lower students and give them appropriate rewards ... These forms brought hope to each student, made them feel the joy of success, became more and more interested, and improved their grades.

Third, students' interest in learning can be sustained. After arousing interest in learning, how to keep it lasting? In teaching, I introduce the stories of mathematicians to students from time to time; Introduce interesting stories in mathematics and the origin of some operation symbols and rules; Let the students do some difficult problems in the Olympic mathematics textbook. Let students know that mathematics is like a big garden, with endless and colorful knowledge. Let students know the wide application and important role in all walks of life, and keep their interest in learning.

Fourth, after a period of practice, students' interest in mathematics learning has improved, and their academic performance has also improved accordingly. Last year, I taught Class 3 (4) math exam, with an average score of 94 last semester. 95 points, qualified rate 100%, excellent and good rate 90%. The average score next semester is 92. 6%, the qualified rate is 100%, and the excellent rate is 9 1%. The teaching task has been successfully completed.