Students' learning motivation is the internal motivation that directly promotes students' learning. It is transformed from learning needs, and it is a reflection of the objective requirements of society and education for students' learning in their minds. In education and teaching, cultivating and stimulating students' learning motivation is not only a means to promote teachers to reform teaching contents and methods, but also a way to improve students' learning effect and comprehensive quality, which is one of the important tasks of school work.

So how to cultivate and stimulate students' learning motivation in our usual education and teaching work?

First, strengthen the education of learning objectives and stimulate students' awareness of learning.

Learning purpose education is a regular education in school education, which is closely related to the formation and cultivation of school ideological and political education, students' outlook on life and world outlook. The education of specific learning motivation should be implemented through the teaching of various subjects. Educational practice shows that students' lack of enthusiasm for learning some subjects is often due to their lack of understanding of the significance of learning this subject. Therefore, in teaching, teachers should make students realize the importance of learning, the purpose, task and requirements of learning, and the value and role of learning in future application. In this way, with the deepening of learning and understanding, the greater the students' interest in learning, the higher their enthusiasm and consciousness in learning.

Second, provide opportunities for success and enhance students' self-confidence in learning.

It has become one of the most important means to stimulate learning motivation in today's education to let students gain some successful experience in the learning process. Sobar once pointed out that the relationship between learning and motivation is a typical complementary relationship. Therefore, teachers should give students a successful experience while imparting knowledge. Once students taste the joy of success, their learning motivation will be strengthened, which will help them build up their self-confidence and enhance their sense of self-efficacy.

When using this method, we should first consider the different actual conditions of students, set different learning goals and requirements, and then control the progress and difficulty of teaching, so that some specific learning of students can be realized continuously, especially creating conditions as much as possible, so that students can have the opportunity to go out of the classroom and go to the society, apply what they have learned to social practice, and gain a successful experience in the process of serving the society.

Third, use the feedback of learning results to strengthen learning motivation.

The feedback of learning results is to provide students with learning results in a timely manner, so that students can understand their own learning situation, including the results of solving problems by using what they have learned, the correctness of homework, the pros and cons of exam results and so on. When students know their own learning results, they can strengthen the correct learning motivation and overcome the incorrect learning motivation, thus promoting students to study harder. This is precisely because students, after learning their own learning achievements, on the one hand, see their own progress, enjoy the joy of success, satisfy their thirst for knowledge, and strengthen their learning attitudes and means in time, thus generating their desire and desire to learn better; On the other hand, I have the confidence and determination to see my own shortcomings and deficiencies, and to improve and overcome them.

Fourth, properly carry out competition activities.

Competition is an effective means to stimulate students' enthusiasm for learning and strive for excellent results. There are many forms of learning competition, such as competition between individuals, self-confrontation between ancient and modern, and competition between teams. Different forms of competitions can stimulate students' learning motivation. Because in the course of the competition, students' curiosity and chances of achievement will be more intense, and their interest in learning and perseverance to overcome difficulties will be greatly enhanced. Therefore, many students will greatly improve their learning efficiency in the case of competition. Of course, there are advantages and disadvantages. Too many games will lose motivation, create too tense atmosphere, increase students' psychological burden and damage their physical and mental health; Moreover, after all, it is the victory of a few successful people. After the victory, they will receive attention and praise, and they will feel the joy of success. However, a few unsuccessful students will be ignored and may lose interest and confidence in learning. Therefore, only by properly carrying out competition activities, it is best to group competitions according to their abilities, so that more students have the opportunity to succeed and win prizes, so as to motivate most students. In addition, students should be guided to compete by themselves, so that they can experience the joy of success from their own progress and enhance their enthusiasm for learning.

Fifth, create problem situations to stimulate students' interest and curiosity in learning.

In the process of education and teaching, we create problem scenarios, put forward difficult problems, and make students feel familiar with them, so we can't simply solve them with existing knowledge. At this time, we stimulate students' enthusiasm for thinking and desire for knowledge, and let them enter the realm of "thinking with heart, not mouth". "No anger and power, no anger and no hair" is a perfect description of this realm. Students encounter problems in their studies, and their minds are actively thinking, but they can't reach the psychological state of thinking; Or they have a new understanding of this problem, but they can't express it accurately, and they are actively making the language or ideas coherent and clear. At this time, teachers can inspire and induce students, improve their enthusiasm for learning and stimulate their demand for knowledge. For example, when teaching the story "Writing by Huai Su", I asked: What have you learned after learning this text? It is not easy for junior students to tell the truth of the text accurately. So I wrote a word "board" on the blackboard and asked, "How do you want to write this word well?" Guide the students to say how Huai Su wrote it. "Look at the shape of the words first, remember the stroke order of the words, and then write them one by one." Then, I asked, "What will happen to the words if you keep writing like this every day?" By answering these questions, we can quickly understand and master the truth of this lesson. Only by writing seriously and persistently can we make progress in writing. At this time, I will guide the students. Can you write the words well? Then you should write as hard as Huai Su, and I believe you can write well. This can encourage students to learn Huai Su's spirit of assiduous calligraphy and studious progress.

Six, appropriate praise and criticism, correct evaluation.

Teachers' correct evaluation and proper use of praise and criticism are also one of the important means to stimulate and cultivate students' learning motivation. Because this kind of praise and criticism is an evaluation form and way to affirm and deny students' learning attitude and academic performance. Of course, different evaluation methods such as praise and criticism, reward and punishment, praise and blame also have different effects on stimulating learning motivation. Generally speaking, praise and encouragement are easier to stimulate students' enthusiasm for learning than criticism and blame. The former can make students feel the happiness of success, while the latter is more likely to make students lose their interest and enthusiasm in learning and dampen their self-esteem. However, too much praise and encouragement, even excessive or improper use, will also have a certain negative effect on learning motivation. On the contrary, proper criticism, blame or punishment has a positive effect on criticizing the shortcomings of students who study better. Therefore, in the process of education and teaching, teachers should organically combine praise and encouragement, use them properly, point out shortcomings and deficiencies when praising, and affirm students' advantages and progress when criticizing. When evaluating students, we should strive to be objective and fair, just right, with clear rewards and punishments, and be able to convince people by reasoning. Only in this way can we achieve better education and teaching effects and enhance students' enthusiasm, initiative and consciousness in learning. So as to cultivate and stimulate students' learning motivation and interest, and make learning more effective. (Ding Shuguang)

"Curriculum Standards" says: "An effective mathematics learning process cannot rely solely on imitation and memory. Teachers should guide students to actively engage in mathematical activities such as observation, experiment, guessing, verification, reasoning and communication, so that students can form their own understanding of mathematical knowledge and effective learning strategies. " Only by understanding and respecting students' individual differences and meeting students' diverse learning needs can teachers promote students' independent exploration and cooperation in learning, enrich students' experience in mathematics activities, improve students' thinking level and develop students' mathematical talents. In order to meet students' learning needs, we should try our best to stimulate and cultivate students' learning motivation, encourage them to explore learning methods and strategies, maintain positive learning emotions and attitudes, and actively acquire mathematical knowledge, necessary application skills and basic mathematical thinking methods.

Motivation is a person's personality tendency to initiate and maintain activities, which is generated on the basis of needs and is the performance of needs. Learning motivation is an internal mechanism or process to promote learning activities, determine learning direction and guide, maintain, adjust and strengthen learning activities. The effect of correct learning motivation on learning activities can be divided into three aspects: one is to promote ongoing activities; The second is to prepare for future activities; The third is to promote a creative attitude towards activities. There are many factors that affect learning motivation, which can be roughly divided into internal and external categories. Among them, internal factors play a decisive role and are the driving force to maintain students' tireless learning, such as students' needs, interests, emotions, self-esteem, self-confidence, sense of responsibility, sense of obligation, sense of honor, wishes, beliefs and ideals. External conditions also play a great role in stimulating learning motivation, such as parents' praise, teachers' encouragement, rewards and appropriate competitions. Therefore, we should pay attention to the following aspects to stimulate and cultivate students' learning motivation.

First, strengthen the education of learning objectives and stimulate students' enthusiasm for learning.

Correct and clear learning purpose is a necessary condition to form and improve learning motivation. "Great power comes from great purpose" (Gorky), babanski said, "The teaching process depends not only on the motivation of knowing interest, but also on a series of other motivations, among which the motivation of stimulating learning as one's own obligation and responsibility is particularly effective. These motives enable students to overcome the inevitable difficulties in learning and experience the happy mood brought by overcoming difficulties. In this case, the sense of obligation and responsibility forces students to study hard to master knowledge, skills and techniques, so as to persist in order to obtain the necessary results, even if they are not interested in homework. " Therefore, only when students clearly understand the close relationship between their current study and their future life, work and study, and realize that mastering scientific and cultural knowledge and developing intelligence and talents are indispensable skills in their future life, can they establish lofty, noble and powerful learning motivation and generate strong and lasting learning enthusiasm. On the contrary, without a clear learning purpose, reading is considered as a "errand" to cope with parents and teachers, and it is often the main reason why students are passive and backward in learning. Therefore, according to the nature of the subject, the characteristics of knowledge, the characteristics of teaching forms and the characteristics of students' age, it is necessary and important to educate students on the purpose of learning on a regular basis and pay attention to ideal education and target education. Of course, teaching can't be troubled by "small goals", but must be linked to students' big goals, future survival and social needs. Only in this way can education be lasting and in-depth, and students' enthusiasm for learning will remain unchanged.

Second, explain the meaning and value of knowledge and stimulate students' thirst for knowledge.

Curiosity is a passionate pursuit of knowledge, a concentrated expression of students' curiosity and intrinsic interest in learning, and a strong thirst for knowledge is an important expression of correct learning motivation. Usually, every student has a thirst for knowledge. Suhomlinski pointed out that students have a deep desire to be discoverers, researchers and explorers. The basis of curiosity is the love of knowledge and a deep understanding of the meaning and value of knowledge; Without the love of knowledge, there can be no unremitting pursuit of knowledge. In teaching activities, accurately expounding the meaning and value of knowledge is one of the effective ways to stimulate students' curiosity and cultivate students' good learning motivation. For example, when students learn that "a science can only use mathematics successfully" (in the language of Marxism) and "mathematics is the eye of science" (in the language of lomonosov), their motivation to learn mathematics will be stronger. At the same time, it will also play an extremely important role in stimulating students' enthusiasm for knowledge, their desire to open the treasure house of knowledge and their interest in exploring the mysteries of knowledge. In the first class of "Preliminary Statistics", combined with the actual situation of rural areas in this area, I asked students a question that they often come into contact with in daily life: If you are a fisherman, how do you know the quantity, growth status and whether you are profitable at the end of the year? The students immediately boiled up after listening to it, and there were various statements. When the teacher clarified that there was a subject in mathematics, Preliminary Statistics, which could provide the answer, a pair of eager eyes immediately turned to the enthusiasm of teachers and students, and the initiative was mobilized. The following teaching will naturally come alive, and the effect will naturally be outstanding.

Third, create problem situations to stimulate students' interest in exploration.

The so-called problem situation is to bring the contradictory problems that need to be solved in students' study to a certain situation. Generally speaking, the problem should be difficult. For students, it is within their power and must be solved through hard work. According to the theory of Vygotsky, an educator in the former Soviet Union, these problems must be in the "nearest development zone" of students. Practical experience and psychological research have proved that only those questions that "reach high and jump up to answer" can attract students' attention, stimulate their interest in learning, ignite their enthusiasm for pursuing knowledge, and then form a stable and lasting learning motivation. When I was instructing students to practice solving the application examples of right triangle, I designed three questions according to the existing conditions and local conditions: A student measured that the shadow length of a 2-meter-long bamboo pole in the sun was 1 meter, so what was the shadow length of a 10-meter-long bamboo pole at the same time? If part of this shadow falls on the ground and part falls on the slope, and the shadow on the ground is 4 meters long, is the shadow on the slope 6 meters long? Please explain the reasons; If there is a long pole, the shadow length on the ground is 3 meters, and the shadow length on the wall is 1 meter, then how many meters is this long pole? After reading the topic, the students seem eager and excited. Then, as long as the choice is proper and the situation is guided, a boring practical class will become wonderful, vivid and passionate.

Fourth, organize competitions properly to stimulate the external motivation of learning.

Self-expression and personality are the common psychological characteristics of modern teenagers. Competition is one of the most effective means to make full use of teenagers' psychological characteristics and stimulate students' external motivation. Well-organized competitions can not only stimulate students' enthusiasm for learning, make their positive needs develop more strongly, but also help to cultivate students' excellent ideological qualities such as enterprising, bold exploration, unity and cooperation; It can not only effectively form students' external motives, but also activate students' various internal motives, and jointly promote the perfect development of students' sound personality. Competition forms can be varied, teams or individuals; After class; Comprehensive or single subject. The organization of the competition must be kept strictly confidential to ensure the fairness and justice of the competition. As long as the competition is well organized, it will certainly cultivate and stimulate the mature development of students' learning motivation.

Fifth, objective and fair teaching evaluation, strengthen learning motivation.

Teachers' correct and objective evaluation of students' learning results plays an important role in stimulating and enhancing students' learning motivation. It can not only make students see their progress and success from the feedback information, but also experience the joy after success, thus strengthening their learning attitude and interest and arousing a strong desire for further study; At the same time, we can also know our own learning shortcomings or deficiencies through this kind of information feedback, so as to mobilize all positive factors to overcome shortcomings, overcome difficulties and strive for better results. Evaluation should not only pay attention to students' learning results, but also pay attention to their learning process; We should pay attention to students' learning knowledge level, and pay more attention to students' emotions and attitudes in learning activities, so as to help students know themselves and build up confidence. The evaluation subjects and methods should be diversified, including self-evaluation, students' mutual evaluation, teachers' evaluation, parents' evaluation and social related personnel evaluation; Written test, oral test, homework analysis can be done, as well as classroom observation, after-class interview, big homework and establishment of growth files. No matter what subjects and methods are adopted, we should aim at encouraging students to learn and promoting learning development, and constantly strengthen learning motivation.

1. Reflect and protect students' dominant position in the design of learning plan, stimulate students' interest in learning, and make them have the motivation to learn.

Taking students as the main body, highlighting students' subjective consciousness, giving full play to students' subjective role, teaching activities should be student-centered, and teachers, teaching materials and all teaching means should serve students' "learning" so that students can change from passive learning to active participation. The effectiveness of mathematics teaching depends largely on students' interest in mathematics learning. Once students have a strong interest in what they have learned, they will not feel that learning is a burden. Confucius said, "Those who know are not as good as those who are good, and those who are good are not as good as those who are happy." The key to make students learn mathematics happily and effectively is to stimulate students' interest in learning and make them have the motivation to learn.

(1) The design of mathematics learning plan can arouse students' curiosity and stimulate their interest in learning by grasping the guiding link and setting suspense.

For example, when learning the "one-yuan linear equation", the teacher can let students think of a number and tell them the results of a series of operations of addition, subtraction, multiplication and division. Teachers can quickly guess the numbers that students think of. When the students were puzzled, the teacher pointed out the mystery and introduced the topic, which was very lively and interesting.

(2) Review the simple problems in the design of mathematics learning plan, so that students can have a sense of accomplishment and stimulate their desire for further study and inquiry.

(3) In the design of mathematics lesson plans, mathematical experiments are introduced, so that students can participate in the whole process of acquiring knowledge as researchers, including exploration and discovery, and let them feel the pleasure of success through their own efforts, thus generating strong interest and curiosity. When learning the "triangle trilateral relationship", the lesson plan is designed like this: "Can three sticks form a triangle?" Most students answered yes. Then the teacher took out three sticks to demonstrate. The students were surprised when they saw that they couldn't form a triangle. At this time, the teacher demonstrated that the longest stick should be properly cut off and then form a triangle with the other two sticks. Then the teacher inspires the students to find out what relationship the three sides of a triangle should meet in order to form a triangle. This teaching method can not only promote students' exploration, but also guide students to think more deeply, thus stimulating students' learning.

(4) The open problem of mathematics learning plan design is introduced into the new curriculum, which stimulates students' interest in learning and enables students to quickly enter a new learning situation. For example, when we study the triangle congruence judgment theorem, we must first ask the following question: A triangle glass is broken into two parts (the figure is omitted). Should we go with a piece of triangular glass of the same size or take both? If you only bring one, which one should you bring? Why? When students think or answer questions, they have already felt the judgment method that two angles are equal and two triangles are equal.

2. Strengthen the guidance of learning methods in the guidance of learning plans, so that students can have "laws" to follow. "The illiterate in the future will no longer be illiterate people, but people who have not learned how to learn". This fully shows the importance of learning methods, which is the golden key to acquiring knowledge. Once students master the learning methods, they can open the door to the treasure house of knowledge by themselves. Therefore, improving classroom teaching should not only help students learn, but also guide them to learn.

First, teach students to "read". The study plan begins to fill in the blanks and design questions for students, guiding students to master the preview methods of "reading, drawing, calculating and writing", gradually learning to summarize and sort out, being good at grasping the key points and thinking about the problems around them. For example, when studying the "pi angle" section, the following three questions can be designed for students to preview: ① How is the pi angle defined? Contrast the definition of central angle. What's the difference between them? ② Why should the proof of the theorem of the angle of circle be divided into three cases? (3) What are the inferences of the theorem of circle angle and how to prove it?

Second, let the students "talk". In teaching, students should be encouraged to speak boldly. For those concepts that are easily confused and difficult to master, we should actively guide students to discuss and encourage them to speak. In the process of speaking, teachers should be particularly patient to guide students' mistakes and loopholes and help them express correctly step by step. Let students learn to cooperate and communicate, and let students express boldly.

Third, encourage students to "do something", let students draw conclusions in hands-on operations and experiments, and exercise their thinking and hands-on ability.

Fourth, guide students to "think". Develop the habit of reflection after solving problems. Reflect on your own thinking process, knowledge points and problem-solving skills, the advantages and disadvantages of various solutions, and the vertical and horizontal connections of various methods. Organize and induce students to expand their imagination in time. Can the conditions for setting questions be weakened? Can the conclusion be strengthened? Can the question be generalized? Wait a minute.

Fifth, guide students to learn to "review". As the saying goes, "review the past and learn the new", that is to say, we should always review the knowledge and skills we have learned before. There are many kinds of review. According to the time and content of review, review can be divided into two types. One is called after-class review, that is, the review after each class is generally carried out on the same day; The other is called systematic review. After a long period of time, teachers should focus on systematic review of the overall content, including unit review, stage review, pre-test review and so on. Teachers should introduce more review skills to students.

3. Develop learning ability in the guidance of learning plan, and let students learn creatively.

In mathematics teaching, we should not only let students learn to learn, but also develop their learning ability and let them learn creatively. First of all, we should pay attention to cultivating students' ability to find and ask questions. Teachers should deeply analyze and grasp the relationship between knowledge, proceed from students' reality and design appropriate enlightening questions according to the laws of mathematical thinking to inspire and guide students' positive thinking. At the same time, various methods are used to guide students to find and ask questions actively through observation, experiment, analysis, conjecture, induction, analogy and association. Secondly, we should guide students to broaden their thinking and attach importance to divergent thinking. Teachers should select some typical problems, encourage students to be unconventional, make bold guesses and explorations, and cultivate students' innovative consciousness.

4. Pay attention to teaching students in accordance with their aptitude in the guidance of learning plans, so that students can have their own personality.

Teaching itself contains the personality differences between teachers' teaching and students' learning, and it is also an important aspect to improve students' learning initiative. For example, in classroom teaching, students with different temperament can be taught in accordance with their aptitude, and "busy braking" and "dynamic braking" can be used for "excited" students. According to their quick response and willingness to express their opinions, ask more questions, let them express their opinions, and let them operate more and operate more. Let the "lively" students who speak actively and often forget things explain the theory and analyze the formula; Let smart, calm, steady and introverted "quiet" students talk about what others have said, supplement it, and so on. In this way, according to the differences of students' temperament, teaching students according to the teaching content and requirements not only has unified requirements, but also can develop students' personality and give full play to their strengths.

5. Apply the theory of "zone of proximal development" to guide the learning plan and implement hierarchical and progressive teaching.

An important reason for the poor teaching effect is that the time required for students to acquire the same knowledge in classroom teaching is quite different. According to the same goals in the same time and space, some students obviously waste their study time.

In practice, if we can classify and stratify the students who need about the same time to acquire a certain knowledge and the same level of cognitive development according to the theory of "zone of proximal development", determine the hierarchical progressive teaching goal that is in harmony with the actual possibility of students at all levels, and implement hierarchical progressive teaching, the teaching efficiency will be greatly improved.

The "stratification" here is to ensure that teaching adapts to the recent development area of students at all levels, and the "progressive" is to constantly change the recent development area into the existing development level, so that students' cognitive level can continue to advance through teaching activities. Hierarchical and progressive teaching is a new exploration of personalized teaching in class teaching system, a deepening and concrete application of the theory of new development zone, which is of great significance to improving teaching effect.

In a word, in order to make students learn mathematics actively, teachers must change their roles, accept the view that "teachers should promote students' learning activities, not impart knowledge", use learning plans to guide learning, create a good learning environment and learning process for students' learning activities, and cultivate a good "learning body", so as to correctly play the role of "intermediary" between the education system and the educational objects, thus cultivating students.