Interest is the basis of students' learning and the driving force to promote students' learning; It is a strong desire for success and plays a very important role in learning activities. Teaching practice shows that if students are curious about mathematics knowledge and confident in learning mathematics knowledge, they will always study actively and happily. Therefore, in mathematics classroom teaching, we should always pay attention to the intellectual factors in the teaching materials, assess the situation, seize the opportunity, create a good teaching situation for students, stimulate students' interest, and let students explore happily in learning mathematics. Below, I will talk about some experiences in combination with the lesson of "Sum of Internal Angles of Triangle". 1. Talking about life As the saying goes, "A good beginning is half the battle." Although the beginning of a class is only a few minutes, it often affects the success or failure of a class. Therefore, teachers must carefully design the lead-in at the beginning of each class according to the teaching content and students' reality, stimulate students' interest in learning with clever lead-in, and let students actively engage in learning. For example, in the introduction of "the sum of internal angles of triangles", I asked students to take out three different triangles (right, acute and obtuse triangles) prepared by themselves, measure the degrees of three angles in each triangle with a protractor, and then asked several students to quote the degrees of two angles of different triangles. I immediately said the degrees of the third angle. At first, some students were still unconvinced and thought it might be a coincidence. I gave several examples and I was right. At this time, the students were surprised at how consistent the teacher's answer was with their measured answer. As a result, the interest in "finding out" arises spontaneously. Second, stimulating teaching interest is only the introduction of new curriculum, and the road to success is only half at most. It is also necessary to stimulate students' interest in teaching new courses in time, appropriately induce them, fully tap the inherent charm of knowledge, and guide students to have a strong thirst for knowledge with curiosity as the guide. For example, in the Protestant part of the above example, after writing on the blackboard, let the whole class do an experiment: cut off three corners of three triangles (acute triangle, obtuse triangle and right triangle) in their hands, and then put together the three corners of each triangle respectively. It is interesting to encourage students to see who discovered the "mystery" first; Let's see who can win a report on the success of the experiment. At this point, the students stirred up ripples in their minds, the classroom atmosphere was tense and active, and they scrambled to speak. Some students folded a square piece of paper diagonally into two identical triangles. Because a square has four right angles, it is 360, so the sum of the inner angles of each triangle is 180. Obviously, at this time, not only the students have a perceptual basis for the nature that the sum of the internal angles of the triangle is 180, but also the teacher's explanation of this nature has reached the best moment of "However, I feel the harmonious heartbeat of the sacred unicorn". Third, setting doubts and attracting interest begins with thinking, and thinking stems from doubt. "Doubt" is the starting point for students to learn mathematics knowledge and start thinking. In mathematics teaching, as a teacher, we should be good at asking questions that arouse students' thinking, make students feel puzzled and interesting, and produce an interesting curiosity and desire for success. For example, "the sum of the internal angles of a triangle" is finished. Teacher: (Show a big triangle) What is the sum of its internal angles? Health: 180. Teacher: (showing a small triangle) What is the sum of its internal angles? Health: 180. Teacher: Divide the triangle into two parts equally. What is the sum of its internal angles? (Some students answered 90, and some students answered 180. ) teacher: which one is right? Why? Health: 180, because it is still a triangle. Teacher: The degree of each small triangle is 180, so what is the sum of the internal angles of two small triangles to form a big triangle? At this time, students' answers appeared 180 and 360.

Teacher: Who is right? All the students have questions on their faces. After heated discussion and exploration, the students began to raise their hands to answer. 1: 180, because when two triangles are put together, they become a triangle, and the sum of the internal angles of each triangle is always 180. Health 2: I found that two small triangles are spliced into a big triangle, and the two angles on the spliced side are gone, which is less than the original two triangles 180, so the sum of the internal angles of the big triangle is still 180, not 360. Teacher: Praise: You are so clever. Demonstration: Here, the teacher puts forward two thoughtful questions, asking questions at different levels, so that students' interest in exploring knowledge fluctuates and they are always in a state of intense and exciting learning. 4. Interesting practice in practice is a necessary way to consolidate knowledge and form skills, and it is also an important environment for teaching. However, boring practice forms and boring practice contents often drown out the interest in learning new knowledge, which seriously stifles and inhibits students' happy mood and inspiring spirit. Therefore, classroom exercises should be designed to be wonderful and interesting, and teachers should design different forms of exercises according to what they have learned. 1, pay attention to the level of practice form. Design different types and levels of exercises, from the basic exercises of imitation to the suggested variant exercises, and then to the extended thinking exercises, so as to reduce the slope of exercises, take care of students at different levels, and let students always maintain a high enthusiasm for learning. For example, in "the sum of angles in a triangle", when solving a problem by using the law, first know two angles to find the third triangle; Knowing one acute angle of a right triangle, find the other angle, and the sum of the two acute angles of a right triangle is 90; Finally, one angle of the triangle is known, and the other two angles are equal. Find the degrees of the other two angles, or if all three angles of a triangle are known to be equal, find the degrees of three angles of a triangle. The above design, through hierarchical practice, constantly sets off the climax of students' cognitive activities, and students are interested in learning and don't feel bored. 2. The practice form should be scientific and interesting. Bruner said: "The best stimulus for learning is interest in the materials you have learned." In teaching, we can choose some topics that students like, have a little plot and are widely used in students' life experience and daily life. Through a small number of interesting topics and various forms of topics, students become happy to know them. For example, after completing the basic questions in this lesson, ask students to draw a triangle in their notebooks, and ask that both internal angles are right angles. When students can't draw, they all scratch their heads and think hard. At this time, the teacher told the reason why "painting can't come out", and the students suddenly realized. Fifth, keep interesting at the end of class. The first half of a class is the best time for students to accept knowledge, but in the second half, students' attention is easily distracted. At this time, designing some interesting math activities and games can not only give the brain a proper rest, but also attract students' attention and achieve the effect of "interest is still there after class".