First, stimulate interest, let students take the initiative to learn interest, and make people willing to actively engage in various activities. Being interested in something is to promote students' desire for knowledge, and interest is one of the most realistic and active components in learning. Arousing students' interest will make them have a positive attitude, consciously overcome the difficulties in learning and eliminate all kinds of interference to study. Therefore, teachers should carefully design the teaching process, stimulate interest and let students take the initiative to learn. For example, in mathematics teaching, some profound mathematical knowledge is presented to students in the form of "telling stories", "playing games" and "singing children's songs", so that students are willing to accept it and sprout their desire to further explore mathematical knowledge; At the same time, teachers should carefully create classroom situations, enhance students' understanding of mathematics knowledge, mobilize students' non-intellectual factors to cooperate with teaching, and make students learn knowledge unconsciously. Second, to create conditions and ask questions, we should face the current teaching of all students, rely on communication and advocate quality education. Its connotation is to fully develop students' personality. In the process of mathematics teaching, teachers should create various space forms that are beneficial to classroom teaching, so as to create a transfer space that is convenient for learning, such as changing the usual seating arrangement-unified for teachers to use. This arrangement is easy to concentrate, but not easy to communicate. The teaching of mathematics knowledge depends not only on teachers' indoctrination, but also on students themselves. Such as horseshoe-shaped and honeycomb-shaped arrangement, surrounded by the whole class seats, so that students can face both teachers and classmates, thus consciously or unconsciously receiving education and improving classroom efficiency. Pay more attention to the methods of classroom questioning and mutual discussion in teaching, so that every student has the opportunity to participate in and face all students, thus reflecting the main position of middle school students. For example, to teach a new lesson, first put forward the topic for everyone to think about, and then the students who want to do well will come to the stage to comment. They can discuss with each other and express their views until everyone finally agrees to form better methods and ideas to solve problems, so that students can find solutions to every problem in the discussion, and students will feel fresh, interested and more involved. A little guidance from the teacher will achieve the best results. Third, encourage more and create a good and harmonious relationship. Ushinski, a Russian educator, said: "A teacher that children hate can't get praise and recognition from him at any time." It can be seen that in mathematics teaching, we should advocate the slogan of "more encouragement" so that every student can look up to the teacher. Teachers should carefully observe the subtle performance of each student in class and praise and affirm them in time when they find advantages. For example, when students are actively thinking, they can play the function of "expressing their feelings with their eyes" and cast encouraging and approving eyes; For example, gently touch and smile with your hands, and use more words like "OK, OK, you are so smart …" to satisfy your child's desire and feel the joy of success. This joy of success is a huge emotional force, which will promote children to learn better and change "I want to learn" into "I want to learn", thus helping to improve classroom efficiency. Fourth, flexible and diverse classroom teaching Due to the characteristics of mathematics classes, the types of teaching are different, and the teaching methods adopted are not the same. The same class type, because of different content, teaching methods are also different. Because students have different abilities to accept knowledge, teachers' teaching methods need to be flexible, but no matter how the teaching methods change, they should be conducive to students' better study. In recent years, there have been many successful teaching methods at home and abroad, such as "happy learning method, learning test method, guided learning method, target teaching method and situational teaching method", and teachers can make good use of these methods in mathematics classroom. From the above analysis, it can be seen that correctly handling the basic links in mathematics classroom is conducive to the cultivation of students' interest and motivation in learning, and can make students learn easily, understand and master the knowledge and skills they want to learn.