Research background: Years of teaching practice have made our teachers clearly realize that stimulating students' interest in learning and their enthusiasm for learning are the key factors to enable students to learn actively and carry out effective teaching. However, in the current primary school mathematics teaching practice, especially under the teaching conditions of large class size (78 students per class) in our school, how to better make students full of strong interest in mathematics learning and let teachers participate in the teacher's classroom teaching enthusiastically and wholeheartedly is what our mathematics teachers have been trying to explore and explore, and it is also confusing for them. We can't help but ask, why are children's learning environment getting better and better and their family conditions getting better and better? The society pays more attention to them, but the children's interest in learning is not strong, their thirst for knowledge is weak and their enthusiasm for active participation is not high. What's going on here? Nowadays, students who have drunk too much do not take the initiative to learn, but are led by the nose by the teacher, scrambling to learn under the repeated organization and emotional mobilization of the teacher. Some students even learn passively under the temptation of teachers' gifts, prizes and the threat of individual teachers' guidance. Is this kind of classroom teaching an effective and efficient classroom under the background of education in the new era?

Research significance: It is an urgent task for our primary school mathematics teachers to strengthen the understanding and research on the above-mentioned status quo, change the boring and inefficient teaching status quo in the classroom and seek better teaching means and strategies. So, how can we change the status quo? The author believes that only by creating a teaching situation (play, fun, etc.) that is very childlike and close to the psychological needs of primary school students. ) and real life can fully mobilize students' enthusiasm for learning, so that they can unconsciously master the skills of mathematical knowledge and accumulate mathematical experience and ideas under the guidance of teachers' progressive teaching situations one after another. Because only students actively participate in teaching activities is the premise of effective teaching. Therefore, it is necessary for our math teachers to teach well, entertain and create teaching situations through various methods and channels, continuously improve the effectiveness of primary school math classroom teaching, and gradually build an efficient math classroom.

Implementation steps:

The first stage (2065438+April 2002) is the preparatory stage of preliminary investigation and data collection. This stage is the basic preparation stage. The research objects are mainly teachers, students and parents. The survey method can be random interview, questionnaire survey or teaching observation. The research content will focus on students', teachers' and parents' understanding of primary school mathematics classroom, the effectiveness of mathematics teaching, and the methods and strategies of mathematics teaching. After the investigation, it will enter the relevant data collection stage, mainly aiming at the valuable information and questions fed back by students, teachers and parents in the previous investigation process, collecting instructive and educational authoritative materials and documents for the actual investigation operation process, and providing extensive technical support and theoretical basis for the later project implementation and conclusion work.

The second stage (2065438+May-July, 2002) is a phased experiment, which is implemented one by one. This stage is an important stage of the research group's work and is expected to last for half a year. Our research group divides the first to sixth grades of primary schools into three stages (the first and second grades are low, the third and fourth grades are high, and the fifth and sixth grades are high). According to the psychological characteristics and mental abilities of different age groups, combined with the feedback information and problems of this age group in the early research process, the research work is gradually carried out, and the details of teaching cases and activities and the feelings during the research process are recorded in detail, providing first-hand information for the stage summary and conclusion report.

The third stage (August 20 12-10 June) is the stage of stage summary and outline establishment. This stage is the key stage of research, because it depends on whether there is a theoretical height and guiding significance for teaching practice in the later stage, and whether it is worth popularizing. Our research group will carefully and comprehensively sort out the data of the previous stage, sum up the research experience, and compare the relevant data and literature again, make extensive reference, check for leaks and fill gaps, then conduct social research, practice demonstration, consult relevant teaching and research experts for guidance, and write an interim report of this stage.

The fourth stage (20 12, 10-2013,10) is the high-rise building and the finishing stage. The work in the first three stages has been successfully completed. The research group should comprehensively and carefully sort out all the materials and notes in the research process, establish a research portfolio, and organize them into books according to relevant regulations. The accumulated experience and achievements in the research process should be supplemented and improved in combination with the stage summary report, and relevant experts should be consulted for guidance and revision, and finally a high-quality and high-level research report should be written and submitted to the superior research leading group.

Research plan:

1. Through systematic research and the creation of teachers' effective situations, students are more interested in learning mathematical knowledge and actively participate in teachers' teaching activities, so as to master mathematical knowledge and basic skills more comprehensively and accumulate more comprehensive and systematic mathematical experience and basic mathematical ideas.

2. Through research and practice, teachers can attach importance to the effective creation and utilization of teaching situations, strive to explore effective ways and modes to create and utilize teaching situations, and combine with actual teaching to practice and verify repeatedly, and finally form personal teaching ability and characteristics, so as to achieve the win-win goal of common development of teachers and students.

Research methods:

1. survey methods: in the course of the study, observation, questionnaire, interview and analogy were used for investigation.

2. Practice methods: On the basis of classroom practice, constantly verify the topics, correct teaching behaviors and strategies, and improve the research level.

3. Experience summary method: record, exchange, summarize and refine the information searched in practice, summarize the research situation of the subject and write a conclusion report.

4. The method of leading by famous teachers and experts and helping each other by peers.

Research ideas: Based on the actual situation of large class teaching in our school, the research group will use nearly one year to gradually carry out the practical research work of this topic in four stages.