First, design effective questions and realize effective teaching. 1. Grasp the key points, find the right focus, define the purpose, and be targeted. Classroom questioning should have a clear purpose, such as directional questioning organized in class, thorough questioning to understand the learning situation, and review questioning to learn new things after reviewing the past. If you ask too many questions, teachers will cover everything, and students will be busy asking questions, which will inevitably reduce the chances of reading, thinking and writing. Therefore, teachers should design questions with less precision, ask about the main hazards and key points, and leave time for students to directly perceive the reading content. 2, scientific and reasonable, easy first and then difficult, from shallow to deep, step by step. Problem setting requires reasonable procedures and steps, and is good at decomposing a complex and difficult problem into several interrelated problems. According to the different knowledge levels and abilities of different students, the problem scenario design should be hierarchical. 3, novel and unique, flexible, persuasive and guided by the situation. The questions in the design class should not be mechanical and rigid, and the types should be flexible and diverse. Choose some ways that meet students' different thinking or hobbies, and comprehensively use enlightening questions, exploratory questions, comparative questions and classified questions. 4. Respect the individual, face the whole, pay attention to differences and teach students in accordance with their aptitude. Classroom teaching faces dozens of people, and a teacher often teaches multiple classes. Because students have different learning bases, different understanding abilities and different thinking methods, classroom questioning should fully consider students' individual reality and face all. Second, since the implementation of effective explanation and the realization of effective teaching new curriculum reform, most teachers have misgivings about giving full play to students' main role in the classroom, and dare not give any explanation or even ask questions, for fear of being accused of full-time irrigation, thus making cooperative learning a free activity, unable to find the direction of inquiry learning, and many inefficient or even ineffective teaching activities have emerged. Admittedly, the original indoctrination teaching method has some disadvantages, but if there is no necessary explanation and students lack materials and methods for self-construction, they will not be able to master new knowledge well. So I think it is necessary to give an effective explanation that can fully mobilize the enthusiasm of students. Third, timely teaching demonstration to achieve effective teaching Because children, teenagers and adults like to learn through imitation, imitation should be used as a method in school teaching. Its significance lies in that students can acquire the required skills with less time and energy; It can also let students clearly see the success or failure of learning, which aspects need to be improved and which aspects need to be overcome. So imitation is an indispensable basic learning method. Teaching demonstration is linked with imitation in the teaching process. Teaching demonstration is to take the teacher's demonstration skills as an effective stimulus purposefully, so as to arouse students' corresponding actions and enable students to effectively master the necessary skills through imitation. Fourth, timely summary and induction, so that effective teaching summary and induction are interspersed in the whole teaching process, which not only plays a transitional role, but also promotes thinking and summarizes methods. For example, through the solution of an exercise, students can reflect, and teachers and students can summarize the methods in concise and clear language; Through a level of learning, let students reflect and summarize the methods and ideas to solve a class of problems; Finally, through the reflection of the whole class, we can not only review the teaching contents and methods used, but also make students realize that in the process of learning mathematics, we should find the same characteristics through operation, imagination and analysis, that is, we should cultivate students to solve problems from the perspective of mathematics.