The first is item incentives. That is, using some kind of reward in the classroom. Reward some small five-pointed stars, cartoon stickers, candy, small toys, some common stationery and so on. This method is more suitable for primary school students or middle school students, and it is intuitive and unstable. The purpose of motivating students is to make the classroom interesting, and students' interest in learning is often related to the characteristics of external stimuli. The degree of interest in these items, the persistence of hobbies, etc. , may affect the incentive effect. So this kind of incentive can only be enough. If this kind of reward is abused, it will not only fail to promote learning, but also weaken students' internal motivation to learn. It strengthens the materialization of students' study life and has a certain influence on the formation of students' ideological and moral character.

The second is speech motivation. According to students' performance in class and their gender characteristics, we should affirm students with appropriate language, so that students can have a sense of accomplishment from their hearts, thus stimulating their inner motivation to learn. This kind of motivation is the most commonly used by teachers, and it is also one of the more effective methods. For example, if a student answers well, the teacher praises "Good answer", "Your way of thinking is worth popularizing", "This method is unexpected by the teacher", "You are awesome" and "How about expressing what you think in mathematical formulas or your mathematical language". When students encounter some difficulties in their studies, they might as well say, "Think again, I believe you can figure it out", "You made a great first step, how about going further", "You can stand up bravely today, which shows that you have taken a big step in daring to think and do" and so on. When using verbal encouragement, we should always pay attention to the use of pronunciation and intonation. For students with good grades, we should adopt a calm expression of "You got it right" to avoid unnecessary pride of gifted students and let them continue to work hard and strive for better grades. For those students with learning difficulties, you can also use direct disclosure methods such as "very good", "great" and "students are happy for your success" together with other incentives to impress them with their success and gradually cultivate their self-confidence in learning. Especially for students with learning difficulties and girls, they usually need to pay more attention to the cultivation of their self-confidence.

The third is behavioral motivation. That is, teachers use some body language to express praise and criticism to students. At the same time, we can also mobilize the whole class to do something about it. When students answer questions, the teacher's expectant eyes and smile on his face are also an encouragement and spur to students. After the students answered, the teacher nodded, shook hands with the students who answered the questions, waved strong arms, held up his thumb, applauded with his classmates, touched the students' heads approvingly, patted them on the shoulders and so on. Let students really feel the teacher's concern for their classmates. Behavioral motivation is usually a teacher's personal praise for outstanding students, while the motivation for underachievers is to mobilize most students to participate as much as possible, such as clapping, singing a song for this classmate, shaking hands in groups and so on. It is beneficial for underachievers to overcome their inferiority complex, gradually integrate into students and actively cooperate in inquiry learning.

The fourth is honor incentive. That is to say, make some qualitative or quantitative developmental evaluations of students' classroom performance for a period of time. Time can't be just one semester, so we should immediately evaluate the learning situation in different periods. You can select "Little Doctor", "Little Star" and "Students who Speak Boldly" once a week, and you can also calculate extra points in the quantitative evaluation of class students once a month, such as "King of Thought", "Best Thinker", "King of Words" and "Experts who Pass the Customs" in the middle of the month. Pay more attention to students' learning process and methods; In the final general evaluation, the learning process of students in the past semester is summarized and evaluated, and the learning process of students is exemplified and prospected. In class, we can also deal with the naming rights of some formulas, groups and classes. This kind of motivation often brings students a sense of accomplishment, which transforms students' interest in learning into intrinsic motivation under the stimulation of honor.

(B) to stimulate the environment as a medium, so that students can actively experience in the situation.

1. Creating a competitive environment in the classroom and encouraging students to have positive, healthy and progressive learning passion will mobilize students' great potential to overcome difficulties, think positively and practice boldly.

For example, in computing teaching, games such as "Strive to be a model for quick calculation", "Win the red flag", "Drive the train" and "Math relay race" are often designed. Students are particularly interested in these games, and they integrate individuals and groups in the competition to form unity and mutual assistance and improve good moral quality. In the teaching of applied problems, some competitions such as "expert in solving problems", "striving to be a star of wisdom" and "selecting a rocket group" are designed, which cultivate students' persistent enterprising spirit and encourage those who are willing to use their brains, think hard and dare to climb.

2. Establish a reasonable and scientific evaluation method to guide students to compete along a healthy track.

In learning, we should not only look at knowledge and skills, but also look at competition habits, willpower, learning methods, agility, rigor and originality of competition thinking, and whether the expression of competition language is smooth, concise, complete and accurate. Don't take the score of the exam as the only evaluation criterion. For example, students with learning difficulties have made progress through hard work, and they have been affirmed and praised as well as students with the first test scores. For students who get the same high score, it is necessary to compare whose method is better and whose problem-solving ideas are simpler. In this way, students can work towards higher standards.

3 Set an example of learning. People often say that "the power of example is infinite". In classroom teaching, we often choose opportunities to tell students stories of outstanding young pioneers; Tell the story of scientists; Tell the story of the struggle of Nobel Prize winners; With a sense of competition, students will learn actively and improve their learning efficiency.

(C) integrating emotions into lines, so that students can extend in passion.

Classroom teaching is an example of students' learning in a specific situation. It is necessary to integrate various resources before class, after class and after class, so that students' learning can form an organic whole, and the good learning quality in classroom learning can be extended to their lifelong learning. The establishment of this holistic view of learning should be based on emotion, so that students can integrate into their study life with passion, and learning can become their daily necessities, as natural, fresh and happy as breathing.

1. Relevance learning before class, so that children can safely enter the classroom. Psychologists' research shows that children can only create spiritual language when their body and mind are completely relaxed and their spirit is highly free and happy. The mood is sunny and cheerful. In this way, students' learning situation in the classroom has completely changed from passive to active, and at the same time, it has accelerated the speed of students entering the text, truly feeling and competing to express themselves, thus improving the efficiency of classroom learning.

2. Classroom situational infection, so that students study wholeheartedly. Practice shows that the best state of students' active learning is that their body and mind reach the state of selflessness. However, the creation of this realm requires us to guide students into the realistic learning situation reasonably, appropriately and naturally. In Chinese class, students are the characters in the text, the authors of the text, and the objects that need to be communicated. They went in with strong curiosity and finally came out very rationally. In these conscious and positive back-and-forth experiences, emotions are sublimated, knowledge is accumulated, and learning methods are truly changed.

3. After-class extension and expansion, so that students' study and life are in line. Years of practical experience has strongly proved the necessity of lifelong learning. Good learning quality greatly affects the growth and development of students. Students' enthusiasm for learning in class needs greater motivation. Because the classroom is dominated by teachers, students' desire for learning performance and sense of accomplishment are fully satisfied, and their self-control ability to eliminate learning interference in passion is relatively strong. Therefore, the extension of students' self-control ability and after-class learning passion is unreliable only by external material and spiritual gravity, and students' self-control ability can not be guaranteed. Therefore, it is the essence of students' lifelong active learning to let students' passion and interest return to learning ontology. We can imagine that when students' learning is integrated into life, they live in learning and study in life, learning becomes a daily necessity, learning is as happy as life, and learning is as natural, regular and full of vitality as life.

In a word, there are thousands of strategies to stimulate students' active learning, but it is learning itself that ultimately keeps students' persistent enthusiasm for active learning. Because only the interests, emotions, ways and habits that come from learning itself are the most vital, and scientific teaching strategies can be extended.