1、从教材内容中引发兴趣,变“厌学”为“乐学”。教师必须在深刻挖掘理解教材的基础上,精心组织教学。抓住时机,千方百计的把抽象的内容变成具体的、鲜活的、甚至可以触摸的实例,给“枯燥”穿上“生动”的外衣,从而达到引发兴趣的目的。(1)导入新课时,创设情境,引发兴趣。学生上课伊始就兴趣盎然,沉浸在愉快的气氛中,激发他们的求知欲望。(2)加强以直观为主的教学方法,引发兴趣充分利用直观形象的教具、学具把生涩枯燥的事物,直观的展示在课堂上,让他们通过观察与操作实践,在教师启发下抽象出数学概念、法则和规律等。(3)利用画线段、简图等手段,从直观形象思维过渡到抽象思维。让学生在感到新颖、奇特,“有意思”的情境中引发兴趣。(4)利用一切可以利用的电教手段,如幻灯、录像等功能,引发学生的学习兴趣。2、在精心设疑中激发兴趣,变“要我学”为“我要学”。兴趣是力求认识,探索事物的心理倾向。兴趣能直接转化为学习动机,成为激励学生学习的 1, from the textbook content to arouse interest, change “tired of learning ” to “music ”. Teachers must carefully excavate and understand the teaching materials, based on the careful organization of teaching. Seize the opportunity, do everything possible to abstract the content into a concrete, fresh, and even touch examples, to “boring ” wear “vivid ” coat, so as to achieve the purpose of sparking interest. (1) Import a new lesson, create a situation, triggering interest. Students are interested in the beginning of the class, immersed in a pleasant atmosphere, to stimulate their desire for knowledge. (2) To strengthen teaching methods based on intuitionism and to arouse interest to make full use of the visual image of teaching aids. The teaching tools present the students with boring and dry things in the classroom visually so as to make them abstract through the observation and operation of practice under the guidance of teachers Mathematical concepts, rules and laws. (3) The use of drawing lines, sketch maps and other means, from the visual image of the thinking of the transition to abstract thinking. Have students spark interest in situations that are novel, peculiar, and “interesting.” (4) The use of all available audio-visual means, such as slideshow, video and other functions, triggering students' interest in learning. 2, in the well-intentioned doubt stimulate interest, change “want me to learn ” as “I want to learn ”. Interest is to seek understanding, to explore the psychological tendencies of things. Interest can be directly translated into motivation to motivate students to learn