The second-year students have obviously improved a lot compared with the first-year students. They know how to listen carefully in class, dare to ask questions that they don't understand, dare to explore new knowledge and know how to cooperate in groups. However, small gestures, whispering and whispering occur from time to time. Faced with a pair of naughty eyes, I think the key to improve the efficiency of classroom teaching is how to better organize classroom teaching. The first thing I think of is the incentive mechanism. Take various forms of verbal praise, such as: personal praise: "So-and-so sits really well", "So-and-so listens so carefully that the teachers are happy for you", "So-and-so is the smartest child in this class" and so on. Collective praise: "the first group of students answered the loudest" and "the second group of students sat the most upright" and so on. Similar praise words are interspersed in the whole classroom teaching at the right time, and the classroom discipline is obviously improved. However, very few students are naturally active and have poor self-control because they are young. When I meet such students, I will talk to them alone after class and encourage them to listen carefully in class. Finally, I always say "the teacher believes you can do it". In class, whenever I find that students who are usually active have positive performance, I will seize the opportunity to give affirmation. I try to create a happy math classroom atmosphere, so that children like my math class.

Second, teaching.

Whether in new teaching or in practice, this textbook is equipped with a large number of scene diagrams. Handling the scene diagram and illustrations of each new lesson well is an important link for students to learn new lessons and consolidate new knowledge, and it is also an essential process for students to "look at pictures". Because most students' oral expression ability is poor, so I will let the students "look at the picture" for two minutes first, and then make up a short story according to the picture. Top students demonstrate first, tell stories to the whole class, and other students imitate them. Colleagues listen to each other and make up step by step. In less than half a semester, most students have made great progress in their oral expression ability of reading pictures and making up stories. In the second half of the semester, I encouraged my classmates to try to write down their stories and read them to the whole class. Their enthusiasm was mobilized again. Because students understand the pictures, they can make up a short story, and the difficulty of solving practical problems according to the pictures will be solved.

Unfortunately, in this semester's teaching, I found that students didn't have a good grasp of the law in the unit of finding the law. In the teaching of estimation, some students are still stuck in the estimation of the whole ten, and have not improved to the height of the whole hundred or thousand. This may be because I didn't deliberately emphasize relevance in the teaching of new learning at that time, or because students' perception of large numbers is not good. In the problem-solving unit, most children can master the thinking method well, but now the teaching content of the new curriculum standard is heavier than the outline, which has great problems in understanding and mastering the middle and lower students. Looking back on the situation of middle school students, I always feel the profound meaning of "down-to-earth, one step at a time" again.

A semester gains and losses in the classroom, success and failure in a hurry. Effective teaching is still going on, and my classroom teaching is still moving slowly with the fall of effective teaching.