在教与学的关系上,我国古人强调教必有趣,以趣促学。孔子说:“知之者不如好之者,好之者不如乐之者。”南宋朱熹指出:“教人未见趣,必不乐学。”现代教学更加强调培养学生的学习兴趣,皮亚杰说:“所有智力方面的工作都依赖于兴趣。”由这些精辟论述可见,数学教学能否取得良好效果,关键在于教师的教学是否有“趣”。那么如何深入挖掘教材潜在因素,将能激起学生学习兴趣的设问巧妙地运用于数学课堂教学中,提高数学课堂的趣味性呢?心理学认为:兴趣是探索某种事物或进行某种活动的倾向,兴趣是求知的起点,是思维的培养和能力的提高的内在动力。所以,激发学生的学习兴趣,是促进学生勤奋学习的一个很重要的动力因素。古人说:“学起于思,思源于疑。”学生的积极思维往往是从疑问开始的。当学生无疑 In the relationship between teaching and learning, the ancients in our country emphasize that teaching will be interesting and interest-learning. Confucius said: “The good person is not as good as the music person.” “Zhu Xi pointed out in the Southern Song Dynasty: ” teaching people no interest, will not learn. “Modern teaching more emphasis on cultivating students’ interest in learning Piaget said: ”All intellectual work depends on interest.“ From these incisive comments, the key to the success of math teaching lies in whether teachers have ”fun“ teaching. So how to excavate the potential factors of teaching materials in a deep-rooted way, how to make the students who can arouse interest in learning cleverly apply them to mathematics classroom teaching and improve the interest of mathematics classroom? Psychology thinks: interest is to explore something or to carry out some activities The tendency is that interest is the starting point of knowledge, which is the inner driving force for the cultivation of thinking and the improvement of ability. Therefore, to stimulate student interest in learning, is to promote students a hard-working learning is a very important driving force. The ancients said: ”Learning from thinking, thinking from suspicion. " The positive thinking of students tend to start from doubt. When students no doubt