Creating a situation in an efficient classroom, exploring, cooperating, communicating, reflecting, summarizing, consolidating and sublimating the efficient classroom is to accomplish the classroom teaching task efficiently within a limited classroom time. It is to change teachers' teaching and students' learning through the exploration and practice of mathematical problems, so that teachers can become guides and organizers and students can learn actively and creatively. According to my years of mathematics teaching practice, the author thinks that five aspects should be done well in building an efficient classroom in junior high school mathematics teaching. First, create an interesting situation. To attract interest through fun is to create a pleasant learning atmosphere as much as possible, so that students can devote themselves to learning activities with happy emotions. For example, when I was teaching the "circle" chapter, I asked the students at the beginning: "What shape is the wheel?" The students thought this question was too simple, so they smiled and answered, "Yuan." I asked again, "Why is it round? Can't you make other shapes? For example, triangles, quadrangles, etc. " The students were immediately amused and replied, "No, this wheel won't turn." So, I drew an ellipse on the blackboard, pointed to the figure and asked, "Can I make this shape?" The students burst out laughing. "So when you go forward, high for a while and low for a while. Then why is the circle not high and low for a while? The students talked a lot and the atmosphere was very active. With the introduction of this kind of teaching, students feel comfortable and interesting. Second, create a situation by setting doubts. Learning begins with thinking, and thinking begins with doubt. If students have doubts, it will cause suspense, make students confused psychologically, produce cognitive conflicts, and then pluck the strings of thinking. At the beginning of class, we should be good at setting up doubts, so that students are in an enterprising state of what they want, not what they say. At this time, students are most active in thinking. For example, when I was teaching a similar triangle, I introduced it like this: Can you measure the height of a tree without climbing it with benchmarks and rulers? But can this river measure its width? As long as we learn this chapter of similar triangles well, we can do it easily. In this way, it is easy to grasp the curiosity of students, arouse their curiosity and stimulate their interest in learning. Third, tell stories to create situations. According to the psychological characteristics of middle school students' love of telling stories, we should spend a short time telling a fascinating story in vivid language before class, thus shortening the psychological distance between teachers and students. For example, when I was teaching the concept of irrational numbers, I first talked about the emergence of irrational numbers and the spirit of the discoverer Herbs who defended the truth without fear of violence, so that students could feel the value of mathematics learning. Fourth, practice and create situations. The new curriculum advocates students to practice, consciously explore practice, cultivate students' practical ability and innovative spirit, organize students to practice, explore knowledge and discover truth through their own hands and brains. Fifth, independent inquiry. Without students' independent inquiry, you want to teach students, which is ok, but this is the most traditional teaching form and the effect is the worst. Only autonomous inquiry learning can achieve efficient classroom teaching effect. Therefore, we should explore according to the detailed study plan of knowledge exploration, and form the superficial impression of knowledge by reading, searching, drawing and circling the main points of knowledge. It is necessary to give students enough time, space and specific conditions around the problem situation so that students can explore independently. This can fully mobilize students' sensory organs and thinking organs, and more importantly, let students experience the process of knowledge formation and problem solving, so as to develop their intelligence, show their individuality, creativity and initiative, and improve their quality. To explore students' mathematical emotions, students are required to record the doubts, difficulties and key problems in the process of independent inquiry learning, so as to lay a good foundation for submitting the study group to cooperate and exchange. As a breakthrough and supplement to the traditional teaching organization, cooperative communication and cooperative learning are more and more widely used in student-centered classroom teaching. On the basis of students' independent inquiry, providing students with a relaxed and free environment for cooperation and communication, and timely guiding students to cooperate at the same table, communicate in groups and communicate with the whole class on the doubtful points, difficulties and key issues encountered can achieve the effects of mutual inspiration, mutual compensation, mutual questioning and mutual competition, which is an important link to realize multi-dimensional interaction in classroom teaching.