Mainly manifested as: learning initiative, learning interaction, learning practicality, learning understanding and learning reflection. If the classroom teaching with these characteristics is realized, then this class can be called an effective good class. Then, in the new curriculum mathematics classroom teaching, how can we promote students' mathematics learning and reflect the effectiveness of the classroom? Now I will talk about some feelings according to my own teaching practice. 1. Create a relaxed and harmonious learning environment for students. Effective classroom teaching should have a relaxed and harmonious learning atmosphere, so that students can have rich emotional experience in the process of exploration and learning. In the "straight face" class, students may have mastered the relevant knowledge and skills, but they will not be interested in learning mathematics and will not have the initiative to explore. A relaxed and harmonious environment does not mean that it can only be achieved through games or vivid situations. Teachers' vivid language, friendly attitude, inspiring and creative questions and exploratory activities can create a harmonious environment for students. For example, I designed such an interactive learning process when I was teaching the classification of triangles. The teacher said, "We already know triangles. We know that triangles can be divided into acute triangles, right triangles and obtuse triangles according to different angles. Now can you guess what triangle the teacher is holding? " At this time, the teacher presents a triangle, and most of the triangle is blocked, and only one corner is exposed. Some students said, "I guess it's an acute triangle, because what I see is an acute angle, and I guess the other two may be acute angles." Some students said, "I guess it's an obtuse triangle." Although I see an acute angle, the other two may be acute and obtuse. " ... students argue endlessly, each with its own reasons, and the participation is quite high. Because "guessing" is not only helpful to enliven the classroom atmosphere and stimulate students' interest in learning, but also in the process of "guessing", students should not only say what triangle it is, but also explain the reasons. Such teaching activities also provide students with a harmonious atmosphere.