Interest is one of the important sources and motivations to guide students' autonomous learning. It can stimulate and guide people's thoughts and will to explore the mysteries of things and promote people's intelligence and learning efficiency. Only when students are interested can they have the desire to learn, and then they can think positively and explore hard. Therefore, interest is the best teacher to learn, as Confucius said: "Knowing is not as good as being kind, and being kind is not as good as being happy." However, interest is not innate. How to stimulate students' interest in learning history? Below I will talk about how to stimulate and cultivate junior high school students' interest in learning history in combination with junior high school history teaching. First, teachers should have good professional quality, which is the most important factor to stimulate students' interest in learning. Lack of interest is closely related to personal understanding and emotions. If a person doesn't know something, he won't have feelings, so he won't be interested in it. On the contrary, the deeper you know, the richer your emotions and the deeper your interests. One of the characteristics of junior high school history is to strengthen the theme and dilute the system. It is not enough for students to learn history by rote. If the teacher just follows the book, students will not know enough about the subject and their interest in learning will be out of the question. We should trust our students and give them enough space to study independently. They will digest most book knowledge through preview and self-study, but they don't need to emphasize it again in class. We can expand and deepen history teaching. The expansion and deepening here refers to the horizontal expansion and vertical deepening of historical knowledge. This requires a history teacher with profound knowledge. For example, when teaching the historical knowledge about Yue Fei, according to the historical and practical significance of this figure, I spent nearly two classes explaining this historical figure. Because students know this character in a large number of film and television works and martial arts novels, they have a lot of understanding and questions about him, so they are required to collect information extensively after class. In class, I classify these contents, which are true historical features and which are fabricated by later generations, and finally give this historical figure an objective and accurate evaluation. At this time, the professional quality of teachers will play a role, so that students can master the basic ways and methods of history learning on the basis of expanding their knowledge, which not only allows students to actively participate, but also gains more knowledge and stimulates students' interest in learning. Second, teachers should have a good mental outlook, or verbal humor, or full of passion, which can infect and stimulate students' interest in learning. Teachers' humorous classes are often full of smiles, which enlivens the classroom atmosphere and attracts and improves students' interest. However, in actual teaching, many teachers think that humor is determined by a person's personality, or a language art, which has little to do with knowledge enrichment and varies from person to person. Humor is related to individuals, but I think profound knowledge is the basis of humor. Only by extensive reading can we find relevant anecdotes in the sea of knowledge, and then organize them with appropriate language to achieve unexpected results. In addition, if the teacher is full of passion in the classroom, it will certainly infect and stimulate students' interest in learning, but how to be full of passion? First of all, we should have a sense of historical justice, that is, we should have an objective and fair evaluation of the rights and wrongs of history, mercilessly attack the ugly phenomena in history, and greatly praise the just behavior, which is very important for junior high school students to establish a correct outlook on life and values. Secondly, we should have certain performance ability. On the podium, the teacher is an actor and puts himself in history. For example, when analyzing the reasons for the defeat in the Sino-Japanese War of 1894-1895, the teacher tried his best to fully show the ugly expression of Cixi when she spoke to the minister. Teachers should pay attention to the rhythm of language. The cadence of language directly shows the teacher's feelings. For example, when it comes to the unequal treaties signed by the Qing government in modern history, it shows anger at the Qing government and regret for the country's misfortune; When talking about the May 4th Movement, he expressed his reverence for the patriotic behavior of young people in passionate language. Fourthly, proper behavior is the expression of passion in posture language. Besides impassioned language, body language is also very important in class. Tell historical figures to imitate their actions. When it comes to highlights, you can wave your hand or make a fist. Practice shows that a passionate teacher can best infect students and improve their interest in learning. Thirdly, teachers should make full use of various media teaching methods to stimulate students' interest in learning history. With the development of science and technology, multimedia has been widely used in history teaching. It can reproduce the past events through pictures, animation effects, audio-visual materials and so on, which can greatly stimulate and mobilize students' interest in learning history. Junior high school students are still in the state of perceptual thinking, and multimedia is particularly important for junior high school history teaching. The colorful video images, beautiful sounds, colorful pictures and historical film fragments in multimedia teaching software are all wonderful points that can attract students to watch, listen, do and use their brains. The comprehensive use of these factors, coupled with the teacher's timely explanation, will certainly improve students' interest in learning. So how to give full play to the role of multimedia in history teaching? First of all, because the May 4th Movement, the Long March of the Red Army and War of Resistance against Japanese Aggression in China's modern history involved a wide range of knowledge, it was difficult for teachers to master the text, and the advantages of multimedia were more prominent. For example, when telling the story of the Red Army's Long March, we can vividly show the Long March route through multimedia animation effects, and also show the historical events and stories of historical figures in the Red Army's Long March through pictures and movie clips. It is much better for students to observe and summarize the spirit of the Long March by themselves than for teachers to explain it directly. Secondly, well-made courseware puts forward higher requirements for teachers' skills and qualities, such as film editing and simple animation. A beautiful courseware is often the most attractive to students. The choice of courseware is also very important. A courseware with wonderful content can often shock students' hearts and stimulate their interest in learning. For example, when telling the story of the Long March of the Red Army flying over the Luding Bridge, crossing the snow-capped mountains and crossing the grassland, we must choose the pictures and films that best show the spirit of the Long March. Third, the teacher must explain in time. One of the reasons why many history teachers opposed multimedia classes in the past was that multimedia was too vivid, and students only paid attention to those pictures and movies, ignoring knowledge. Multimedia is an auxiliary means of teaching, and the role of teachers in teaching can never be replaced. Therefore, in the multimedia classroom, teachers must pay attention to guidance and explanation, and achieve better results through these pictures, animations and movies. Fourth, cleverly set questions to stimulate students' interest in learning history. Question teaching is a common method in classroom teaching today. The key is how to arouse interest from the questions, which should be closely related, from the shallow to the deep. Problem design can neither be as boring as before, nor be too difficult to make students feel scared, which will not only make students lose interest in learning, but also may hate learning history. So the design of the problem should be scientific. First of all, there must be the value of "asking". What is already in the book is easy to read, and it is best not to design it as a problem; Problems that are too difficult and must be solved can be dispersed into several small problems, or teachers can give background materials to guide and create situations. For example, when the May Fourth Movement broke out, I asked students to read textbooks and answer, "What was the fuse of the May Fourth Movement?" The student replied: "China failed in diplomacy at the Paris Peace Conference", and I asked: "What legitimate demands did China make at the Paris Peace Conference?" When the students excitedly answered "China demanded the abolition of all the privileges of imperialism in China and the return of German aggression rights and interests in Shandong, China before the war", I said with a heavy tone: "Why were these legitimate demands put forward by China as a victorious country unreasonably rejected?" The students were dumbfounded, and I reminded them that "Japan once forced the western powers to hand over German aggression rights and interests in China by withdrawing from the Paris Peace Conference, and finally the western powers agreed to Japan's request. Why do they ignore the legitimate demands of China? " The enthusiasm of the students was mobilized, and they immediately launched a positive discussion and expressed their personal opinions. Finally, after discussing with each other, we realized that "China was beaten because it was too backward". In this way, students can further realize that China's backwardness is the root cause of China's diplomatic failure, thus encouraging them to study hard, make more contributions to the country when they grow up, and strive for the early strength and pride of the motherland. Therefore, only when students have doubts about what they have learned can they stimulate their enthusiasm for thinking, question and ask questions skillfully, spark students' thinking, open the window of students' hearts and stimulate their interest in learning. Fifth, teachers should enrich extracurricular activities and strengthen students' interest in learning history. Teachers should do a good job in various forms of history extracurricular activities, which can also stimulate and improve students' interest in learning. In view of the current situation that junior high school history education is simple and rigid, which is difficult to adapt to the development of the times and improve students' quality, as well as the characteristics of junior high school students' strong thirst for knowledge, quick acceptance and lively innovation, we can actively explore the forms of extracurricular activities in history, such as (1) history special report meeting. (2) Play the video. (3) Historical stories or lectures. (4) Carry out a series of educational activities related to commemorating major festivals. Through these activities, students' interest in learning will be strongly stimulated.