How to improve the effectiveness of mathematics practice design in primary schools? The effectiveness of classroom exercise design can help students internalize concepts, improve their comprehensive ability and reduce the heavy homework burden. The design of primary school mathematics classroom exercises should not only follow the principles of classroom exercise design, but also pay attention to the methods of exercise design, reflect the effectiveness of exercises, stimulate students' interest in learning, adopt various forms of exercises, further cultivate students' learning ability, adjust and feedback exercises in time, and improve the effectiveness of learning. The specific method is as follows: 1. The design of primary school mathematics classroom exercises should follow the implementation principles: primary school mathematics classroom exercises have various forms and different design methods, and teachers should follow the principles of primary school mathematics classroom exercises in teaching and give full play to the maximum benefits of exercises. (1) Principle of pertinence: The so-called pertinence means that the design exercises should focus on the teaching objectives, be purposeful, focused and targeted, and strive to obtain the best practice effect with less time and concise exercises. This requires that the practice design should be targeted and avoid blindness. (2) Hierarchical principle: that is, according to the content of teaching materials and the learning psychology of primary school students, exercise design must vary from person to person, teaching students in accordance with their aptitude, from easy to difficult, from simple to complex. We should not only pay attention to poor students and middle school students, but also pay attention to top students, so that poor students can eat well and top students can eat well, so that different students can develop differently in mathematics. Let students practice at different levels, so as to promote their intellectual development. (3) Interest principle: "Interest is the best teacher". Interest can play a directional, continuous and intensive role in students' learning, improve their interest in practice, make practice interesting, make practice interesting, not only reduce their psychological burden, but also change "passive learning" into "active learning", effectively improve the quality and effect of practice and truly achieve the purpose of practice. In practice, designing lively and interesting exercises combined with students' existing knowledge can make students feel interesting and intimate about mathematics, which is helpful to improve students' hobbies, thinking ability and innovative consciousness in mathematics learning. (4) principles of life. Mathematics comes from life and is also used in life. For junior students, their thinking ability is still very weak, but they also have some life experience. If teachers simplify boring math exercises to solving problems in life, students will be more likely to overcome them. 2. Pay attention to the method of exercise design, reflecting the effectiveness of exercise: the law of children's cognitive development is from easy to difficult, from shallow to deep, step by step. Therefore, exercises with reasonable levels and various forms conform to students' cognitive laws. This requires teachers to design exercises effectively, change the traditional practice concept, establish efficiency consciousness, proceed from the present situation and start with "effectiveness", so that students can learn solidly and easily and realize the real "burden reduction effect". In a math class, whether the exercises are effective or not will be the finishing touch of a class. Therefore, when designing exercises, teachers should not only consider the practice methods as a whole, but also consider the specific content of exercises, and grasp the degree and quantity of exercises, so as to improve students' learning efficiency. According to different teaching contents, different purposes and different class types, the methods of practice design should be different. (1) Practice design of new teaching: New teaching focuses on imparting new knowledge, and a preview exercise is usually arranged before Protestant school to pave the way for introducing new knowledge in an organized way. When designing this kind of exercises, we should pay attention to inspiring students' thinking, stimulating students' interest, pointing out ideas and promoting the smooth transfer of knowledge. For example, it can slow down the slope of thinking, highlight the teaching focus, disperse the difficulties, and let students assimilate new knowledge into the existing knowledge structure. The consolidation exercises arranged after the new teaching are exercises of the same type and structure arranged around a specific teaching content. Its purpose is to make students concentrate on forming certain knowledge and skills, so as to truly understand and master it. It is an inevitable measure after the new curriculum reform. When designing exercises at each level, we should closely focus on the teaching content of this lesson, so that the purpose is clear and the number is appropriate. (2) Practical design of practical courses: Practical courses focus on practice, with the aim of enabling students to further consolidate, understand and apply knowledge and form skills under the guidance of teachers. A. Consolidation exercise: The purpose of this exercise is to consolidate and strengthen new knowledge, which is a supplement and continuation of new teaching. B. Variant exercise: This kind of exercise refers to changing the forms of things presented from different angles and in different ways, so as to reveal their essential attributes, and at the same time prevent students from forming negative "thinking patterns" and develop good study habits of thinking from all directions and angles. Students can compare variant questions, grasp the quantitative relationship in the questions, improve their ability to analyze problems, and eliminate stereotypes, thus improving their ability to comprehensively analyze problems. C. comprehensive exercises. This kind of practice refers to the practice of skillfully combining old and new knowledge according to the teaching needs, which embodies the integrity and is convenient for students to compare; It is also possible to organically combine old and new knowledge in one topic, so as to facilitate students to see the correlation and cultivate students' ability to comprehensively use knowledge. For example, after learning the area of trapezoid, arrange a group of combined figures. Ask the students to find the area of the combined figure. (3) Practice design of review class. Review class is a kind of class whose main task is to review, consolidate and sort out what has been learned and promote the systematization and organization of knowledge. The practice design of the review class should obey the general review idea, so that students can "review the old and learn the new". Consolidate the exercises. The consolidation exercise of the review class should grasp the key knowledge and main ability requirements, so that students can draw inferences from the past by reviewing the past. Because the focus of the review class is to summarize and sort out the knowledge, the consolidation exercise design should be less but more precise. B, induction exercises. Teachers can guide students to deepen and consolidate what they have learned in class, making it systematic and orderly. C. expand the exercise. The purpose is to further enrich and improve students' cognitive structure by summing up knowledge and extending and synthesizing it appropriately. D. divergent exercises. This is an exercise to cultivate students' ability to use knowledge flexibly and develop their intelligence on the basis of mastering relevant basic knowledge and skills. 3. Take various forms of exercises to develop students' learning ability: mechanical monotonous exercises easily make students feel bored. In order to fully arouse students' learning enthusiasm, various forms of exercises can be taken to arouse students' interest and attention. (1) targeted exercise: This is an exercise aimed at the difficult and key issues in teaching, which is easy to attack a little and gradually strengthen. (2) Judgment exercise: This is to check students' knowledge defects. An exercise aimed at finding out the mistakes that are easy to occur in students' cognitive process is conducive to cultivating students' critical thinking and analytical comprehensive ability. (3) Operation practice: Hands-on operation conforms to the characteristics of children's psychological and physical development. The purpose of this kind of exercise is to make students understand and consolidate knowledge, develop various abilities and cultivate their interest in hands-on operation. (4) Contrast exercises: Deepening exercises does not mean that the topics are demanding and difficult, but that the ideas are open and flexible, which can stimulate students' thinking. In practice, through comparative exercises, we can highlight the essential attributes of things, differentiate and deepen our understanding of knowledge that is similar in substance but actually different and easily confused by students, which is conducive to cultivating students' good habits of reasoning, analysis and examination of questions and preventing negative transfer of mindset. (5) Reasoning exercise: Reasoning exercise is mainly used for thinking training of application questions, so that students can list formulas according to the meaning of the questions and explain the meaning of the formulas. This kind of practice can help students to translate practical problems and mathematical problems, and at the same time cultivate students' good habits of analyzing quantitative relations, attaching importance to mathematical expression and combining mathematical thinking with language development. There are various forms of mathematical exercises. Teachers should give full play to the unique role of various exercises, strive to live and learn easily, and make various exercises coordinate with each other, thus producing positive results. At the same time, practice should pay attention to quality and quantity. Whether it is a new class, a practice class or a review class, the practice form should be determined according to the practice content. 4. Adjust and feedback exercises in time to improve the effectiveness of learning. When designing exercises, we should pay attention to timely feedback, whether it is new teaching, practice class or review class, so as to standardize teaching. Therefore, teachers should try their best to finish homework, correct homework, correct homework and solve problems in class. In order to arrange feedback in teaching, we must design the following exercise forms: ① Preview exercise is to arrange certain contents before the new teaching, to understand the students' mastery of the old knowledge related to this lesson, and to provide basis for the regulation of the new teaching. (2) Try to practice after the new teaching. This is to understand students' understanding of new knowledge and their mastery of new skills, so as to find problems in time and adjust teaching. ③ Consolidation exercise, this is the second centralized feedback. After the first feedback and remedy, the requirements for exercises can be improved, students can consolidate new knowledge and deepen exercises, and teachers can find and solve problems in class. In order to truly reflect students' learning situation, teachers should also get information feedback from asking questions and adjust the original teaching process in time. Only in this way can students' learning enthusiasm be constantly mobilized and the effect of classroom exercises be improved. To sum up, in mathematics classroom teaching, effective classroom practice is an important means to consolidate and strengthen the knowledge learned, which can not be ignored in mathematics classroom. In practice, we often can't handle the problem of "practice" well. Mainly manifested in: the training purpose is not clear enough, the pertinence is not strong, and it is arbitrary; The choice of exercises is not accurate, the difficulty of thinking is not accurate, and the level is not obvious enough; The relationship between practice and speaking can not be correctly handled, and the phenomenon of speaking instead of practicing or speaking instead of practicing is widespread. To solve these problems, we should first correctly understand the role of exercises in classroom teaching, straighten out the relationship between exercises and lectures, carefully design exercises, and practice concisely, skillfully and in time. The structure and design of exercises is a "knowledge", which is worth discussing. We should constantly explore and improve teaching methods to achieve "less, more precise and more flexible". In order to spare enough time to carry out training, so as to reduce the amount of extracurricular homework, reduce students' excessive extracurricular burden, and enable students to actively participate in various extracurricular interest activities and expand their knowledge.