Tao Xingzhi advocated that "doing is the beginning of knowing, and knowing is the success of doing". Every math class should let students speak, practice and use their brains, participate in the classroom and practice by themselves, so that students can truly become the masters of the classroom. So, how to make junior high school mathematics classroom teaching more effective? First, establish a democratic relationship between teachers and students, and let "emotion" pave the way for teaching. American psychologist Rosenthal said: "Emotion is the carrier of knowledge infiltration." Only by strengthening communication, eliminating barriers and shortening psychological distance can students listen and receive good teaching results. In fact, the communication between educators and educatees is often realized through the classroom. Classroom is not only a platform for dialogue between teachers and students, but also the best stage for establishing the relationship between teachers and students. Because a good teacher-student relationship is a particularly important motivating factor in the teaching process. Therefore, mathematics teachers should improve students' subjective consciousness and create an equal, democratic and harmonious classroom atmosphere. We must use emotion to open the way for teaching. Teachers should not only care about students in life, but also understand students in study. Only in this way can students truly feel that teachers are both good teachers and good friends. Second, creating a good classroom atmosphere and mobilizing every student's enthusiasm for learning mathematics classroom teaching is an art and a process. It is a process in which teachers purposefully and systematically guide students to master knowledge and skills, develop students' intelligence, personality and physical strength, and form a certain ideological and moral character. Teachers should use optimistic spirit and warm and healthy emotions to influence students and stimulate their interest in learning. Let students feel that they have applied what they have learned. Mathematics comes from practice, which in turn acts on practice. In the process of teaching, we should pay attention to creating suitable scenes, so that abstract questions can be visualized and concretized, so that students can keep interested and experience the fun of learning mathematics. According to the teaching content, teachers should create an equal, democratic and relaxed classroom atmosphere with friendly and natural expressions and encouraging language, stimulate students to actively participate in classroom practice, and try their best to give each student a chance to practice in class, so that students can have a happy feeling and sense of accomplishment. This kind of emotion will urge students to maintain a strong interest in mathematics, and then have the courage to constantly overcome the difficulties in mathematics learning. Teachers should try their best to create the best classroom situation to stimulate students' learning motivation and interest. Let students be willing to participate and share, dare to compete and show, maximize the potential of each student and mobilize the enthusiasm of each student. In addition, teachers' extensive knowledge and vivid and humorous teaching language are also indispensable conditions for creating a good classroom atmosphere. Third, carefully create situations to stimulate students' thinking activities and mobilize students to learn actively. Mathematics teaching is the teaching of thinking activities and thinking processes. Students' thinking depends largely on the classroom situation, but also on the teacher's persuasion and careful guidance. In class, the design of questions, the choice of topics, the creation of situations and other courseware should fully consider the inspiration to students' thinking activities. In order to arouse students' interest in learning, I have taken the following measures: 1. Simplify complex problems from common problems in real life and things familiar to students. In the teaching of "Three Views", some complicated three-dimensional figures are hard to imagine. Before class, I carved a model with radish and sweet potato, so that students can solve problems in real objects, thus cultivating their spatial imagination and simplifying problems. 2. Use vivid and interesting patterns and objects instead of abstract theoretical knowledge to stimulate students' enthusiasm for learning. Compared with mathematical reasoning, students are more interested in intuitive and interesting patterns and objects. When explaining the first chapter "Graphics in Life", I brought many interesting pictures and objects into the classroom, making students realize that there are a lot of geometric graphics in our daily life. Learning mathematics can provide great help to solve problems in life and experience the beauty of mathematics kingdom. 3. Attract students with wonderful questions. Classroom questioning is an important means to stimulate students' positive thinking, and teachers should be good at using attractive questions to stimulate students' interest. When I was explaining the section "Equation in Calendar", I asked students to circle three adjacent numbers in a vertical column on a calendar of a certain month, tell me the sum of these three numbers, and let me guess what these three numbers are. This question suddenly aroused the enthusiasm of the students, who were eager to know how I guessed these three numbers, and their enthusiasm for learning was high. Fourth, use effective incentives to change teaching methods, give students a stage, let students have a good math class and make the classroom active. Mathematics teachers need to work hard and must concentrate on teaching and learning methods. Because flexible teaching methods can make students feel new ideas and stimulate their enthusiasm for learning. As the saying goes, thinking begins with doubt. In teaching, teachers should be kind to every question raised by students, so that every student can feel love and expectation from teachers, draw wisdom and strength, and give positive comments on students' questions and students' analytical answers. Teachers should pay attention to in-depth study of textbooks, grasp key points, highlight key points and break through difficulties. Only by attracting students' attention to the core content and effectively solving it can the classroom teaching effect be better improved. We should be good at making use of the situation to guide students to master scientific learning methods. Teachers should make clear the relationship between teaching and learning, carefully design classroom teaching and give the stage to students. In classroom teaching, the teacher plays the role of referee and director, and the position of actor should be given to students. Carefully design classroom activities, set doubts and enlighten wisdom, and create an efficient classroom atmosphere. In the teaching process, teachers should give full play to students' initiative and enthusiasm in the learning process and always reflect students' dominant position. Mathematics teachers teach students not only mathematical knowledge, but also cultivate students' habit of learning to think while studying. The key is to teach students how to learn, that is, "it is better to teach people to fish than to teach them to fish." When students really master the methods of learning mathematics and find pleasure in learning mathematics, they will study with great enthusiasm, which is better than teachers generally emphasizing the importance of learning mathematics.