The purpose of this paper is to analyse the cognitive features of students who are tired of learning geometry, explore ways to help them overcome the disgust. The method is: analyse the cognitive features and interests of students who are tired of learning geometry, then as result, through the above analysis, we found that if we want to find a way to transform geometry learning from the perspective of interest into a way that students are interested in, we can use the methods, tools and means of simplifying, to take positive actions against their fears and boredom, especially to eliminate cognitive problems that lead to student misunderstandings. The significance lies in: let the students know if the misunderstanding are eliminated and the features of the cognitive knowledge of the geometric language are clearly defined, they are always interested in geometry learning, never feel tired. This could be realized through creating interesting connections among graphic language, natural language and symbolic language, finding out the cognitive ways in which students can be interested in geometry learning and improve their interest in learning.