In mathematics teaching, teachers should strive to make students really "move" and make them the masters of happy learning. The author thinks that students can learn mathematics happily from the following three aspects: first, fun can change students' attitude towards learning mathematics; Second, the relationship between teachers and students directly affects students' learning mathematics. Third, success is a helper in learning mathematics.

[Keywords:] Happy interest in mathematics classroom

"Mathematics is calculation, mathematics is measurement, mathematics is abstract and difficult to understand, and mathematics is boring", which is the general understanding of mathematics among students. Now with the development of mathematics itself, people have generally realized that mathematics is a tool, mathematics is a language and mathematics is a culture. Mathematics is the propeller to improve people's thinking ability, and mathematics is inseparable from people's life. Therefore, in classroom teaching, we should follow the concept of new mathematics curriculum standards and let students discover, learn and use mathematics in their lives. Mathematics teaching must move from books to life, make necessary adjustments and processing of teaching materials, properly select situations and problems closely related to students' real life and production technology, introduce fresh themes of social life into teaching, and endow teaching materials with new connotations. Let students explore and discover mathematical knowledge in the process of solving problems, experience that mathematics is around us, and better use mathematical knowledge to solve practical problems in life, thus enhancing the motivation of learning and generating positive emotions.

First, fun can change students' attitude towards learning mathematics.

Scientific research shows that when people are relaxed, neurons in the cerebral cortex can form an excitation center, which makes the channels for nerve cells to transmit information unimpeded and makes their thinking quick and agile. This can speed up the process of receiving, storing, processing, combining and extracting knowledge, and quickly consolidate knowledge and transform it into ability. As a result, he has a strong interest in what he has learned, and he will have unlimited love. Generate has amazing enthusiasm for learning. He went all out to explore and forge ahead, and even created miracles.

1. Closely cooperate with the textbook, set suspense, and make the math class lively and interesting.

Teachers should appropriately quote the knowledge closely related to the content of the textbook to set off the textbook, arouse students' thinking, make the classroom atmosphere active, make students concentrate or set suspense, arouse students' appetite and interest.

For example, when talking about the judgment of triangle congruence, I said to my classmates, "I have one thing I want to trouble my classmates to do for me." The students raised their hands one after another, and some naughty hands raised higher. I flashed a splint triangle I used before and said, "I have a broken corner in this triangle, so I need to make another one as it is, but I don't know where the broken corner is, and it may have been swept into the trash can." I want to ask everyone to help me find it so that I can make another one. " Some students want to find out at once, but some students say that it is not necessary to redraw the original triangle from this piece. At that time, the students talked about it one after another, so that they unconsciously learned the triangle congruence judgment theorem of "two corners sandwiched on one side". In this way, you can achieve ideal results in class.

2. Use formulas to improve memory and cultivate students' interest in learning.

Knowledge is acquired by memory, but forgetting is inevitable, so keep memory. Generally speaking, we put what we remember into a formula to remember, which will have a multiplier effect.

3. Use short stories to make the class more interesting.

The story is attractive and plays a catalytic role in students' learning. After listening to the story, students can have many associations and many questions. Proper use will have unexpected effects on the classroom.

For example, we can quote this example before the power one class in the senior one math textbook. That is, a man in ancient India invented a game with 64 squares, and he presented this chess to the king. The king had a good time, so he ordered the players to be rewarded. I asked the chess player what he wanted. The chess player said, "He only needs food. If he asks the king to give him some food, he will be satisfied." Asked how much food he needed, he said he only asked for one grain of rice in the first grid, two grains of rice in the second grid and four grains of rice in the third grid ... In short, the rice in the back grid was twice as much as that in the front grid, and all 64 grids were filled.

Hearing this, the king readily agreed. Ministers also think that this rice is nothing, so they will lead chess players to get rice. Unexpectedly, this is not enough to pay for all the rice stored in the warehouse. Do you know why?

Second, the relationship between teachers and students directly affects students' learning of mathematics.

1. Teachers should attach importance to emotional investment.

Teaching activities are emotional communication and thinking communication between teachers and students. The relationship between teachers and students directly restricts students' mood and will and affects students' learning activities. Teaching practice also proves that love is the guarantee of teaching success. Therefore, teachers should attach importance to emotional input, and take the close relationship between teachers and students and stimulate students' interest in learning as a breakthrough to correct students' fear of mathematics. Enlighten and ask more questions in class, supplemented by appropriate math lectures after class, open up a "math corner", set up interest groups, guide them to swim in the ocean of mathematics, and let them see the infinite vastness of the mathematical world.

2. The math teacher's feelings should be sincere.

"Kiss your teacher and trust his way." Teachers' love and expectation for students are the motivation for students to learn mathematics. When students feel the sincere care and love of teachers and positive expectations, they will have an inner emotional experience of being trusted, encouraged and motivated, and they will happily accept the teacher's teaching, and strive to turn such teaching into the motivation to study hard and master mathematics, thus effectively stimulating interest. As zankov said, if teachers "burn the desire for knowledge", students will be "obsessed" with acquiring knowledge. In this case, why worry about not being interested in learning? Therefore, starting with emotional factors, optimizing the relationship between teachers and students and establishing students' self-confidence can also effectively improve students' interest in learning mathematics.

3. Understand students' doubts and difficulties and enjoy students.

Psychology believes that people's emotions and cognitive processes are interrelated, and any cognitive process is accompanied by emotions. Junior high school students' interest in learning a subject is closely related to their learning emotions. They often don't think a subject is very important rationally, but often study it because they like a teacher. To make students like teachers, teachers must like and care about students and help and induce every student with full enthusiasm; Communicate with every student with a sincere attitude, so that students can feel the affability and approachability of the teacher from the heart. Educator Tolski said, "Whoever loves children will love them. Only those who love children can educate them. " As long as we pay attention to the students' words and deeds, bend down to communicate with them, talk to all the students in the class, understand the things around them, chat with students, enter their inner world and become friends with them, students will definitely like you!

Third, success is a helper in learning mathematics.

Students' sense of learning success has a very positive significance for stimulating self-development and learning. Because a student has achieved self-success and positive and successful emotional experience, there will be a positive internal driving force in learning, and the role of personal internal driving force is incomparable to any other external conditions. Therefore, giving students a sense of success in learning is the internal cause of continuously enhancing students' active learning and development, because only the internal cause is the basis for the development and change of things. Therefore, in the process of education, certain measures should be taken to make students feel successful in their studies.

In short, students nowadays need activities and like them. They hope that they can have the right to design the activity plan, choose their favorite activities and materials, and control the activity process by themselves. Suhomlinski also said: "When knowledge and active activities are closely linked, learning can become a part of children's spirit." Therefore, in teaching, teachers should strive to make students really "move" and make them the masters of happy learning.