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1、 Interest in learning is the need for internal motivation in the most realistic and the most active ingredients.One of the main functions of education is to enable the students to obtain useful interested in knowledge itself. As a good math teacher,he or she must be filled with the love of math in o
2、rder to translating the the students into math identity, and enhance the affinity of the math disciplines. In addition,in the specific teaching strategies, we can learn from: 1 useing the “many”to have fun.It is no speaking and training,but to seizing the math problem in one title that have many sol
3、utions, so the the students can have ability to explore .Many solutions can inspire the students to seeking the most simple and most unique solution in the math world. Variability, to enhance training variant can put the the the teachers and the the students out from the title sea. For example if yo
4、u speak at the concept, theorem,and the example, you can seize the opportunity to make a variant model and select some typical exercise, then let the the students discuss a variety of variants, and guide the the students to explore and study variant treatment methods. 2 useing the “suspect” to have
5、fun. You should locat the suspect at teaching, make use of the teaching content and the students of the cognitive basis of carefully to designed questions, then it can cause cognitive conflict questions. The thinking of people started in question, the problem with emotional situations on the attract
6、iveness of easy questions can enable the students to seek answers to the formation of the heart (curiosity and attention), then it can be in a positive state of mind. Through the thinking,the association and the clearing up the doubts, the students then experienced the pleasure of the unknown to exp
7、lore, and radiated from interest in learning. For example, the definition of a round of teaching, the daily life of the the students can have many chances to see a round . However, they can not reveal the essential characteristics of a round. At this point, if the the teachers ask the students thatW
8、hat is a round, they are difficult to answer. However, their round the definition of has produced eagerly want to know, so the re-teaching is effective. The above two strategies are to enable the students of math and mathematical activity of interest in itself. Indirect interest is not on specific l
9、earning activities and knowledge of their own direct interest, but the results of this study interested in the future, such as aware of a wide range of applications, and other basic science subjects. If the students can understand the actual meaning of math, and the students learn that the math is v
10、ery useful to the future studies, life and work , it will be able to mobilize their knowledge needs, prompte him to study hard and be interested in the study. 3 using the “application” to have fun. (1) Guide the the students to know the development and application of ancient and modern math broad ba
11、ckground. Let the students know that the UNESCOs classification parted the knowledge of the humanities,the math and the science , and the math is a discipline independent. Math is not just science and technology foundation, the application of maths has been extended to all aspects of human activity.
12、 As other points,in the time of information networks, math is closely with network technology, it will promote the exchange of information networks which will become widespread and effective means. Apart from introducing the general picture applications and examples, you can organize the students to
13、 visit some factory which having success to enterprises, and institutions visited, then theycan know that the math parts an important role in modern thought and methods of production and scientific research . (2) Guide the the students to understand math from the life of the actual background. Abstr
14、act math has a profound life background ,if the the teachers can be determined such as observation, association, it will make math easier and closer to the the students. (3) Guide the the students to observe the solution of practical problems, not only let the students enjoy the pleasure of what the
15、y have learned but also let the students be able to feel the math is on their own side and contact with the real world closely.学习兴趣，是内部动机中最现实、最活跃的成分。教育的主要职责之一是要让学生对获得有用的知识本身感兴趣。作为好的数学教师，一定要充满对数学的厚爱，这样才能转化为学生对数学的认同感，增强对数学学科的亲和力。此外，在具体教学策略上，可以借鉴：1、 以“多”引趣。并非多讲、多练，而是抓住数学问题中的一题多解、多问，培养学生的探究能力。多解，激发学生在数学
16、天地寻求最简捷、最独特的解法。多变，加强变式训练，可把教师和学生都从“题海”中解放出来。如在讲概念、定理、例题时，不失时机地作变式示范；选择典型习题，组织学生讨论各种变式，引导学生摸索变式与学习处理变式的方法。2、 以“疑”引趣。教学贵在设疑，根据教学内容和学生的认知基础精心设计问题，引起认知冲突。人的思维起始于问题,问题情境具有情感上的吸引力, 容易使学生形成寻求问题答案的心向（好奇心和注意力）,从而处于积极的思维状态。学生通过思考、联想，进而释疑，体验到对未知探索的愉快，焕发起学习兴趣。例如，圆的定义的教学，学生日常生活中对圆形的实物接触得也较多。然而，他们还无法揭示圆的本质特征。 如果教师此时问学生“究竟什么叫圆”，他们很难回答上来。不过，他们对“圆的定义”已经产生了想知道的急切心情，这时再进行教学则事半功倍。以上两种策略都是让学生对数学及数学活动本身感兴趣，即引发直接兴趣。但是，间接兴趣则并非对具体学习活动和知识本身直接感兴趣
