Lead: Classroom is the main way for students to learn mathematics knowledge, and students should be the main body of the classroom. In daily teaching, teachers should take students as the center to carry out classroom teaching and do a good job in students' learning. A tour guide? Based on the physical and mental characteristics of primary school students, the classroom should be returned to students, so that students can take the initiative in mathematics learning.

Ways and means of establishing efficient primary school mathematics classroom 1. Creating mathematics teaching situation according to students' psychological characteristics.

Mathematics Curriculum Standard emphasizes: Let students learn mathematics in vivid and concrete situations? . To build an efficient primary school mathematics classroom, teachers must combine students' psychological characteristics, start from students' existing experience and knowledge, create learning situations closely related to students' living environment and knowledge background, visualize and contextualize mathematics knowledge, restore vivid scenes of knowledge formation and application, make qualitative knowledge dynamic, provide students with opportunities to engage in mathematics activities, make mathematics classroom full of interest and vitality, and let students master mathematics knowledge with great interest in a relaxed, harmonious and pleasant classroom atmosphere.

When teaching "Understanding Bobby", I took out a bottle of breakfast milk that my classmates often drank and asked the students: The label of this breakfast milk said that the ratio of milk to purified water was 7:3. Would you please discuss it? 7:3? It explains why students' interest is stimulated and they express their views. I took the opportunity to create a situation with multimedia? How many liters of milk and purified water does the factory need to prepare 1000 liters of such breakfast milk? The students' mood is even higher. I let students think independently first, and then communicate in groups, which fully affirmed many problem-solving methods of students. Then I pointed out the new problem-solving method I learned today-proportional distribution, which entered the teaching smoothly. In this kind of teaching, students use their brains, participate in it, and devote themselves to learning with the psychological impulse of actively seeking knowledge, thus ensuring the efficiency of classroom teaching.

Second, guide students to explore learning, highlighting students' dominant position

New course? Independent inquiry learning? As a breakthrough of the reform, its purpose is to fundamentally change the backward teaching methods that mainly accept teachers' knowledge, give full play to students' subjectivity in learning, enhance students' inquiry consciousness, learn to learn inquiry learning, and acquire knowledge independently through active participation and inquiry. There are obvious advantages in guiding students to carry out inquiry learning in primary school mathematics teaching, such as making students learn to think rationally, mastering the strategies of inquiry and problem solving, promoting the sound development of students' personality, laying a good foundation for students' lifelong learning and life, and being of great benefit to improving the effectiveness of primary school mathematics classroom teaching. When teaching circle, we ask students to explore in groups of four, draw a circle in their favorite way by using the tools in their hands, and see which group has the most methods. Students are in high spirits and have different ideas. Some groups even draw circles in five or six ways, such as using compasses to draw circles. Put a round object on the book and draw a circle along its edge. Draw a circle with a rope and pencil. Draw a circle with a thumbtack, rope, pencil, etc. When drawing a circle with a rope and pencil, the students in the middle hold down the rope, and the rest relay to complete the circle, and some simply turn over their notebooks when they can't move their pens. It should be said that only by putting inquiry learning in the first place in classroom teaching can we really put students' dominant position in classroom teaching, and the construction of efficient classroom is the source of water and the foundation of trees.

Third, the application of modern educational means to ignite classroom fun highlights

The new curriculum requires us? Take modern information technology as a powerful tool for students to learn mathematics and solve problems. ? Modern educational technology, with its combination of sound and image, can provide students with rich visual materials in a short time, enhance the interest of teaching, better mobilize students' multiple senses to participate in learning, optimize the teaching process, create a good learning atmosphere, and make students active and open-minded, which is an important means to build an efficient classroom. Teaching? Angle measurement? In one class, we designed some novel animation courseware with flash, and deduced and guided a series of progressive learning activities, such as corner making, corner playing and corner changing. Through the observation of animation, students transition from the static perspective to the dynamic perspective, and experience, understand and recognize the broad perspective in this dynamic change. On this basis, the courseware shows two angles with the same size (the side length of angle 1 and the side length of angle 2 is short), so that students can guess the size of these two angles. Students are more active in thinking. Some say the angle is 1, while others say it is the same. Then the teacher's courseware demonstrates that the two corners move together and overlap. This makes students intuitively realize that the size of the angle is related to the size of both sides, but not to the length of the sides. Using modern educational technology to assist teaching, the picture is clear, intuitive and dynamic, and interesting. Students not only get a correct and clear concept, but also fully perceive the formation process of knowledge, which will naturally achieve twice the result with half the effort.

Fourth, tap the life factors of textbooks and attach importance to the practical application of mathematics.

New curriculum advocacy? Students' mathematics learning content should be realistic, conscious and challenging. ? Emphasize? Mathematics should come from life and be applied to life. ? This requires teachers to pay attention to the life factors of teaching materials in classroom teaching, start from the familiar life reality of primary school students, link mathematics content with mathematics reality, and endow learning materials with rich realistic background. Enlighten students to look at the problems in life from the perspective of mathematics, and run their consciousness through the whole learning process, so that students can improve their understanding of mathematics through mathematics classroom learning, experience the value of mathematics, and feel that mathematics learning is based on daily life, and learning mathematics is to better solve the problems in life.

For example: teaching? Some simple addition and subtraction operations? When you can learn from life? Pay all the change? Question: How do you pay for a pair of sports shoes from 96 yuan? There are 50 math exercise books in the stationery store. Mr. Wang wants to buy 196. If you were a shop assistant, how would you get the goods? Students will soon answer: when buying sports shoes, pay 1 RMB 100 to return to 4 yuan; When taking exercise books, take 4 bundles (200 copies) first, and then return 4 copies. At this time, the teacher will give another example: 176+96 and 966- 194, what about the simple foundation just now? Pay all the change? Problem students cover themselves up? 176+96=276+ 100-4=372966- 194=966-200+6=772? A simple method based on.