Suhomlinski once said, "If a student does not take a small step in mastering knowledge, it is a useless lesson for him. Ineffective labor is the biggest potential danger faced by every teacher and student. " Generally speaking, the effectiveness of mathematics classroom teaching means that students gain, improve and make progress in their studies through classroom teaching activities, which is embodied in understanding, from ignorance to understanding, from ignorance to knowing more, and never having a meeting; Emotionally, I have never liked it, never loved it, never interested in it. How to get the best mathematics classroom teaching effect with the least time and energy? First, create situations and cultivate interest. Tolstoy once said: "Successful teaching needs not compulsion, but stimulating students' interest in learning". Interest is the psychological tendency of people to explore certain activities, and it is an important driving force to promote people to know things and explore the truth. So some people say, "Interest is the best teacher." "Situation" is essentially an artificially optimized environment in which children are encouraged to actively participate. Junior students are very curious and easily stimulated by external conditions. Therefore, a reasonable learning environment can stimulate children's interest in learning. 1, story guidance, creating problem situations and stimulating interest. Successful class guidance can quickly focus students' attention, stimulate students' interest in learning, urge students to enter a training state eager to learn, and lay a good foundation for the whole class teaching. By learning classroom interest, the key is that teachers should have an "interesting" class. Therefore, we should combine pleasant and effective things with teaching content to stimulate students' curiosity. Because of curiosity, they can only explore and create. According to the content of the textbook, teachers can design and introduce some stories closely related to the content. For example, when teaching the cognitive score (one point) of the sixth volume of primary school mathematics of Beijing Normal University, I guided the whole class like this: Teacher: "Our class is really lively today! Look, who else did the teacher bring? " Show the blue cat in the courseware. Blue Cat: "Hi! Hello, I'm your friend Blue Cat. Today I want to take you to Adventure Island for treasure hunting. Do you want to go? " Seeing the familiar blue cat looking for treasure, the students' interest was immediately aroused. Then I arranged for them to set out with Blue Cat, and met the plot of a big woodpecker sharing the cake, which aroused everyone's dissatisfaction and caused this question: How much is fair for two people to share? What can you do? Some students replied: average score, one person half. Teacher: Can you use a number to represent half? At the same time, it stimulates students' interest in learning and enhances their thirst for knowledge. 2. Create operational plots to stimulate interest in learning. According to the active and curious psychological characteristics of primary school students, teachers can organize some student-centered activities in primary school mathematics classroom teaching, measure, demonstrate or operate some practical problems by themselves, so that students can use their hands and brains to obtain learning results, which can not only consolidate and flexibly use what they have learned, but also improve their operating ability and cultivate their innovative spirit. When I was teaching the sixth volume of primary school mathematics in Beijing Normal University, I arranged two operating situations. One is to draw a rectangle, a square, a circle, leaves, clothes and half of a hexagonal piece of paper. The second is to use circular, rectangular and square pieces of paper to create other music scores by folding and painting. Children often think in operation. Students improve their operation and experience the process of knowledge development. They know and master the methods and ways to explore knowledge, so that students can fully display their talents in operation activities, enhance their desire for practical exploration and cultivate their interest in learning mathematics, thus helping to promote students' active exploration and change "learning" into "learning". 3. Create a competitive environment to stimulate fun and learning. According to the characteristics of mathematics and pupils' psychological characteristics of being active, innovative, curious and competitive, I often create competitive situations in the classroom, introduce competitive mechanisms, and properly carry out some game competitions for most students, so as to create a competitive and successful opportunity for students. Put new knowledge into the game competition, and make students thirst for new knowledge through the game competition, so that students' attention is in a highly concentrated state, acquire knowledge in the game, develop their ability and improve their interest in learning. Encourage more in teaching, create opportunities for students to show themselves and express themselves, and promote all students to compete, learn and catch up. Use competition to eliminate the boring feeling in class, thus stimulating students' interest in learning. For example, after studying the mixed operation of the fourth volume of Beijing Normal University Edition, I arranged such a game link: a group of four people, each playing a card, whoever works out 24 cards first will get this card, and whoever has the most cards will win in the end. This not only allows students to review the multiplication and division method and operation order in the table, but also greatly satisfies students' competitiveness, makes them feel the joy of success and stimulates their interest in learning. Second, closely connect with real life and apply what you have learned. Mathematics not only has high abstraction and strict logic, but also has a wide range of uses. Mathematics is ubiquitous in our life, which was neglected in our previous mathematics teaching. Therefore, in mathematics teaching, we should try our best to make the questions more practical and closer to life, so that students can find the answers from their own side. In the teaching process, we should always pay attention to the close combination of mathematics and life, so that mathematics can become a visible, tangible and useful subject in children's eyes, thus liberating students from boring formulas and abstract symbols. For example, in the teaching process of "hours, minutes and seconds", the school suddenly lost power and the alarm stopped ringing. Everyone didn't know if class was over, so I said, "We started class at 9: 25, and now it's 10: 07. Do you think it's over? " Not only let students apply what they have learned to real life, but also feel that mathematics is everywhere around them, and consolidate what they have learned in application to achieve complementary effects. Third, group cooperation is the main way of learning. The new curriculum reform emphasizes the change of students' learning style. As one of the effective learning methods actively advocated in this curriculum reform, group cooperative learning has the advantages of complementing students' advantages, forming good interpersonal relationships and promoting the healthy development of students' personality. More and more teachers use this method in classroom teaching. For example, in the teaching of tourism mathematics, I asked students to carry out activities in groups, and the students immediately carried out a reasonable division of labor. Some students act as tour guides and tell everyone how long it will take to reach their destination. Some students are responsible for renting houses, some students are responsible for scenic spots tickets, and some students are responsible for lunch matching at noon. By adopting this group cooperative learning mode, gifted students' talents are brought into play, ordinary students are exercised and students with learning difficulties are helped to improve. Students not only learn new knowledge, but also improve their oral expression ability, self-study ability, thinking ability and cooperation ability. At the same time, students actively participate in the learning process, communicate with each other and compete fairly, which promotes the formation of good psychological quality. The interaction between teachers and students in the classroom and the cooperation and exchange between students can build an equal and free dialogue platform, which can make students in a positive, active and free state, and can cause unexpected experience collision and thinking sparks, so that different students can get different development. Because "mathematics created by individuals must rely on the judgment of the same mathematical body, only mathematical concepts, methods and problems that are unanimously accepted by the same mathematical body can truly become a part of mathematics." Therefore, individual experience needs to communicate with peers and teachers in order to be constructed smoothly. Fourth, the relationship between teachers and students is harmonious and the classroom atmosphere is active. The emotional communication between teachers and students in the classroom mainly depends on language. The expression of teachers' language emotion has a great influence on the learning of junior students. Students will follow your passionate language into their interests, your encouraging language into their cognition, and your praising language into their success. In junior high school mathematics classroom teaching, teachers' language should be accurate, clear and refined, and more importantly, it should be kind, natural, childlike and emotional. The minds of junior students are fragile, and teachers' excessive accusations and demands will hurt their self-esteem, reduce their self-confidence and weaken their creative interest. Teachers should respect students' personality, students' choices, students' personalities and care about every student. When students make mistakes, we should not criticize them too much, but give them a good opportunity to turn over a new leaf, so that students can feel that "the teacher is expecting me" and consciously devote themselves to active learning. So I tried to use "You are great!" In my teaching. "Think again" "Who has a better way?" "Can you be a qualified postman?" Wait, passionate language.