Under the new curriculum concept, I have been engaged in mathematics teaching for more than 20 years. Based on the teaching practice, this paper discusses how to improve the classroom teaching strategy of primary school mathematics. Classroom teaching is the main channel to deepen curriculum reform and implement quality education. Only when the ideal curriculum is implemented and becomes a course acquired by students can it be truly effective. As far as mathematics is concerned, the effectiveness of classroom teaching involves many factors. There are different opinions on what is effective teaching and how to realize it. On the one hand, this is due to the complexity of classroom teaching-classroom teaching is a very complicated system, which is controlled by many factors, not one or two; On the other hand, mathematics classroom teaching has typical mathematical characteristics, both the general characteristics of classroom teaching and the special laws of mathematics classroom teaching. Based on the particularity of mathematics classroom teaching, this paper analyzes the countermeasures to improve the effectiveness of mathematics classroom teaching from four aspects: teacher-student interaction and participation, classroom questioning, classroom activity time and classroom structure. First, the meaning of classroom teaching effectiveness The effectiveness of classroom teaching generally refers to the pursuit of greater teaching efficiency and teaching effectiveness on the basis of achieving basic teaching objectives. Its core is effective, effective and efficient teaching. The so-called "maximization of teaching efficiency and teaching benefit" here usually means that the actual teaching effect is at least not lower than the general level of the same kind. The emphasis on the effectiveness and efficiency of classroom teaching advocated now is actually to advocate that teaching should be valuable, effective, efficient and attractive. Second, some countermeasures to improve the effectiveness of classroom teaching (1) Improve the classroom questioning system, improve teaching efficiency, promote the interaction between teachers and students, and induce students' motivation to learn mathematics. Classroom questioning is an important means of communication, interaction and understanding between teachers and students. Many times, the communication between teachers and students is often done by asking questions in class. Effective questions here refer to those that can induce students to think deeply and answer actively, so as to actively participate in teaching activities. In most cases, these problems are often means rather than ends, that is, they can affect students' hands-on operation, or induce students to think deeply and conduct deep mathematical thinking and communication. Effective classroom questioning mainly means that teachers stimulate students' positive thinking by asking questions in class, actively participate in classroom teaching activities, and promote students' comprehensive, healthy and sustainable development. 1. Adjust the difficulty of asking questions in class. 2. Adjust the frequency of classroom questions. 3. Adjust the waiting time for classroom questions. 4. Use the silence rate as an important indicator to determine the effectiveness of classroom questioning. 5. Adjust the proportion of questions and the level of questions. 2. Strengthen the level of positive interaction between teachers and students and the quality of participation, improve the quality and efficiency of learning, and promote the improvement of students' mathematical cognitive structure and the development of emotion, will and personality. How to realize effective teaching from the perspective of teacher-student interaction and participation? We believe that, first of all, teachers should pay attention to emotional communication with students. In the past, teachers were emphasized as leaders, controllers and authorities of activities. Teachers first throw themselves into teaching with a condescending attitude, which often gives students a sense of oppression. Teachers ignore students' emotional experience and only emphasize knowledge transmission. Mathematics class can't just copy formulas and theorems to students mechanically. In order to let students participate in the classroom, teachers should first show rich and infectious emotions. Students are very sensitive to the teacher's emotional performance in class. If teachers are passionate about the math class they teach, and show this excitement through facial expressions, intonation, gestures and overall movements, then the scene here and now will often be "sensational", and teachers' gestures, eyes and intonation will be transmitted to students as signals. These are silent emotional exchanges between teachers and students, which will affect students' sense of self-efficacy and accomplishment, especially junior students are more susceptible to teachers' emotions. Therefore, teachers' constant attention to emotional communication with students is a "catalyst" to improve teaching efficiency and make teaching behavior effective. Secondly, in mathematics classroom teaching, teachers should present teaching contents in various ways, change various teaching methods to stimulate students' interest in learning, and urge students to actively study, explore and participate in the learning process. (3) Improve the effective activity time of classroom teaching, reduce ineffective and inefficient activities, improve the efficiency of classroom teaching, and improve the level and level of students' mathematicization. In fact, the time of each class is limited. How teachers use this limited time is an important link to improve the efficiency of classroom teaching, and it is also one of the indicators to optimize the teaching process. Teachers should spend the least necessary time and energy in mathematics classroom teaching, so that students can get the greatest development, and adjust the time allocation according to different students' mathematics level, so as to improve the level and level of each student's mathematics learning. I have taught cylinders and cones three times, and each time I have different questions. Teaching cylinders and cones for the first time failed to grasp the scale of time utilization. I talk too much in class, leaving little or no time for students to think, discuss and practice independently. Students don't have the time and opportunity to study independently, and are prone to unstable emotions such as burnout and boredom, which seriously affects the teaching effect and the improvement of classroom teaching quality. I realize that a reasonable and efficient teaching structure should be natural and smooth, with appropriate length of time and prominent teaching focus. The second performance is that teachers talk too little in class, the lecture content is too rough and incomplete, students spend too much time on experimental activities, and the classroom structure is loose. This kind of classroom seems to have a good classroom atmosphere. In fact, students' learning effect is not good, and students have no time to practice. Nor can it be called high-quality classroom teaching. I realize that whether the classroom structure is compact and reasonable is directly related to the actual effect of teaching. Especially in mathematics classroom teaching, how to arrange teaching activities reasonably within the limited classroom teaching time and improve the teaching quality to the maximum extent is not only related to the effectiveness of classroom teaching, but also closely related to the development of mathematical thinking. The third time, basically completed the task and achieved the expected goal. In practice, I should first consider the exciting time of students' learning activities. When students are excited, they are focused, energetic and active in thinking. In this short time, I will focus on the key points and difficulties of the course, so that students can have the best absorption and understanding of knowledge. (D) Optimize the classroom teaching structure and promote the overall improvement of students' mathematical thinking. Need to reach: 1. Reasonable mathematics classroom teaching structure is helpful to develop students' mathematical thinking in an all-round way. 2. The optimization of teaching process and structure is helpful to improve classroom teaching efficiency. Mathematics classroom teaching structure itself is a system, and teaching objectives, contents and methods are interrelated and interactive. Babanski, a famous educator, regards the teaching process as a system. He believes that the teaching process includes: teaching objectives and tasks, teaching contents, teaching methods, teaching organization forms and teaching results, which constitute a complete system and are organically related. In daily teaching, many teachers can't grasp teaching scientifically and reasonably, and most of them focus on introduction and review during the prime time of students' classroom learning. However, due to lack of time or students' distraction, the new lecture can not receive good teaching results. However, some teachers are too rigid in the arrangement of classroom teaching structure, and simply follow the teaching method of "organizing teaching-reviewing old lessons-teaching new lessons-reviewing and consolidating-assigning homework", which can not flexibly arrange teaching links, break through teaching difficulties and achieve teaching objectives. From this point of view, the effectiveness of mathematics classroom teaching is a systematic and complex problem domain, which must be solved step by step by using various means and channels. At the same time, the effectiveness of classroom teaching is a dynamic development process, and the realization of some established goals often breeds the pursuit of new goals with higher level and higher efficiency. In other words, the research on the effectiveness of mathematics classroom teaching is a continuous dynamic process, which is endless.