How to improve students' interest in learning mathematics?

In mathematics teaching activities, stimulating and maintaining students' interest in learning is an important means to improve classroom teaching efficiency. So, how can we stimulate students' interest in learning and mobilize their subjective initiative?

First, skillfully introduce new courses to stimulate students' interest in learning

Facts have proved that students are often interested in novelty, touching things, contradictory things, jokes and sense of humor, beautiful things, experiments and operations, competitions and games. Therefore, as long as teachers use appropriate methods to stimulate students' interest in learning, they will receive the expected teaching effect. For example, in the teaching of Pythagorean Theorem, I am not in a hurry to get to the point, but first introduce the long history of Pythagorean Theorem, so that students are full of strong interest in Pythagorean Theorem, and then conveniently introduce new lessons, which can get twice the result with half the effort.

Second, in the teaching process, grasp the principle of bilateral activities, mobilize students to participate in the teaching process, and improve students' interest in learning.

Teaching is a dialectical and unified process of imparting knowledge, inspiring thinking and developing ability, and it is an organic combination of teaching and learning. The principle of bilateral activities requires teachers to always consider and properly arrange the time and content of student activities in the process of preparation, teaching, approval, assistance and evaluation, so as to stimulate and organize students to participate in classroom teaching activities and improve students' interest in learning.

(1) Use cognitive dissonance theory to stimulate students' learning motivation by creating problem situations.

"Learning begins with thinking, and thinking begins with doubt". In teaching, teachers often deliberately set questions, set obstacles, spread puzzles, and expose contradictions, so that students are in a state of "thinking is not thinking, saying is not doing" and are eager to wait for teachers to dispel doubts, thus mobilizing students' enthusiasm and achieving the purpose of stimulating thinking.

(2) Stimulate students' interest in learning and exploring by trial and error.

In order to stimulate students' interest in learning and exploring, teachers should choose typical topics and let students continue to explore after making mistakes, so as to get good results. For example, when judging whether a triangle is a right triangle, I asked a student to practice on the blackboard. Many students thought it was right, but I drew a cross on the blackboard for students to observe carefully. This mistake has a strong stimulus to students, so that students can understand after making mistakes, so as to avoid making mistakes.

(3) Make full use of students' freshness and improve their interest in learning.

Freshness is people's sensitive intuition and curiosity about new things and strange phenomena. For example, when learning the application of right triangle, there is an example that requires students to find the height of the electric tower according to the given conditions. At this time, some students said naughtily, "Why not use a tape measure?" I deliberately said in an exaggerated tone, "then I'm not going to swim across the river to climb to the top of the electric tower?" Isn't this too dangerous? " Everyone laughed and coaxed, but they were all curious. Use goniometer and tape measure alone, but how can the river measure the height of the electric tower? Strong curiosity aroused their thirst for knowledge. After the joint research between teachers and students, the problem was solved.

(4) Create opportunities for success, let students experience the joy of success and stimulate their interest in learning.

In teaching, teachers should be good at catching students' little progress, so that they can feel the trust of teachers and the encouragement of their peers, get psychological satisfaction and improve their interest in learning. For example, in math class, there is a problem to know the length of both sides of an isosceles triangle and find its circumference. A student with poor grades went to the blackboard to write the answer. This solution is obviously incorrect, but I didn't correct it immediately, but asked if this consideration was reasonable. The student is very confused. I asked more questions, and the student woke up and wrote the correct answer. I took the lead in applauding and the whole class applauded warmly. At this time, students not only enjoyed the joy of success, but also felt the trust of teachers and enhanced their self-confidence.

Third, pay attention to the ending, so that students' interest can continue.

An excellent work of art has a fascinating and interesting beginning, ups and downs, a gripping process and a thought-provoking feeling of endless aftertaste. Mathematics classroom teaching, like works of art, a good ending can arouse students' thinking and make them daydream about the classroom content, just like the lingering sound left by a beautiful piece of music.