In recent years, under the guidance of teachers in the teaching and research section, our school has carried out the research and practice of the "four-step guidance" teaching model, and initially constructed its own teaching model. However, how to make the "four-step learning guidance" teaching mode achieve high efficiency in the classroom, I think teachers should focus on the following aspects: (1) the regulation of learning objectives, the effective regulation of problem-oriented learning in classroom teaching depends on the guidance, encouragement and testing of teaching objectives, and the teaching process objectives must be designed well, leaving room for students' emotions and thinking to develop themselves. We know that middle school students' autonomous learning ability is poor, they don't know what to learn and how to learn, and thinking is often superficial. In order to let students learn independently and cooperatively to complete teaching tasks, teachers must give students independent orientation and refinement in learning content, so that students can learn purposefully, directionally and purposefully. Teachers should pay attention to asking and exploring questions, because this is the soul of mathematics teaching and learning. We should be good at guiding students to think positively and uniquely from their own life experience and mathematical accumulation, and find and raise mathematical problems from fresh and interesting materials and plots. The creation of problem situations should be small and specific, novel, interesting and enlightening, and at the same time, it should be of appropriate difficulty, which is relatively consistent with the content of textbooks. Teachers should be good at putting the problems to be solved in the knowledge base that students actually master, causing psychological suspense, taking problems as the starting point of the teaching process, stimulating students' enthusiasm with problem situations, and letting students learn under urgent requirements, so as to achieve the purpose of stimulating students' enthusiasm. At the same time, teachers should refine the teaching objectives into a series of concrete, visible, tangible and easy-to-operate "research questions", so that students can actively choose and cooperate with each other around the main line of "research questions" and guide them to carry out effective autonomous learning activities. It is beneficial to standardize students' autonomous learning to refine teaching objectives into specific questions and guide learning with specific questions. (2) Students learn independently, and the group helps each other to learn independently first. After the students have made clear the problems to be explored, they will take the problems with them through self-study and since the enlightenment, actively seek solutions to the problems, actively explore the unknown, and understand the internalized knowledge in a unique way, thus promoting the formation of teaching activities in which students' emotional attitudes and effective methods are organically combined. Promote students to study consciously, independently and efficiently, and form autonomous learning ability. Then help each other and cooperate with each other. Students are the masters of learning. Teachers should choose the best opportunity to organize students to carry out cooperative learning actively, orderly and effectively according to the needs of students' actual teaching content.

(1) in the key and difficult points. The focus and difficulty of teaching are often the difficulties that students understand and master. Strengthening the cooperation between these places will help to achieve the teaching objectives.

(2) In a chaotic place. In the teaching process, when students' thinking is in a state of confusion and confusion, organizing students to communicate and debate with each other is helpful to clarify concepts and deepen understanding.

(3) In the process of deepening and expanding. Deepening and expanding is one of the growing points of re-creation, which is often open and comprehensive. At this time, cooperation helps to expand students' thinking, stimulate students' inspiration and form a unique understanding.

Scientific evaluation of cooperative learning is the key to the successful development of cooperative learning. The evaluation of cooperative learning should attach importance to the combination of learning process evaluation and learning result evaluation; Attention should be paid to combining the collective evaluation of the cooperation group with the evaluation of the individuals in the group. The evaluation of the former should pay more attention to the group, because cooperation depends on mutual learning, mutual help, mutual supplement and mutual protection among students to improve the efficiency of learning, so it is necessary to promote the division of labor and cooperation among group members through evaluation.

Cooperation is a quality, which needs teachers' patience and long-term cultivation. Cooperative learning is a form, which needs teachers to organize and implement it efficiently, so that the real cooperation can be implemented and the classroom can be full of vitality.

On the basis of students' full self-study, students, with their own gains and puzzles, cooperate and communicate in the form of groups or deskmates, exchange their feelings and ideas, help each other solve their puzzles, and try their best to complete the learning tasks in groups so as not to let a classmate fall behind. In this link, teachers should adjust and control in time, understand and master valuable teaching information from students' learning activities in time, so as to facilitate effective feedback. Teachers should participate in the learning process, pay attention to the participation of each member, not the performance of several students, and truly learn from each other and help each other. At the same time, teachers should be good at guiding in the process, so that every student can improve and progress on the original basis in every study. (3) exchange of learning results, before teachers and students question the report of learning results between problem-solving groups, let students communicate with each other in the group to form cooperative learning, discuss the goals and requirements in depth and solve problems. Then let the student representatives exchange the learning achievements of the group or individuals, put forward the difficult or controversial issues of the group, and communicate with the whole class, so as to solve the students' problems in depth and fill in the gaps. Students gain learning experience and problem-solving strategies from other study groups through class communication, so as to enjoy learning resources and promote common development. The regulating role of teachers in this link can not be ignored. Students' effective autonomous learning can not be separated from teachers' effective regulation. Teachers should collect effective teaching information through multiple channels, and organically combine students' autonomous learning by screening and using teachers' intensive lectures. Under the teacher's organization, the whole class communicates with each other and the groups share the results of independent inquiry. Teachers' timely teaching, guidance and summary are the crowning touch of teaching content, which improves students' thinking level, promotes students' self-construction of knowledge, and also enables students to gain a sense of accomplishment and satisfaction in learning. Teachers should explain the puzzles and difficulties that most students find difficult to understand and master on the basis of students' communication. (4) Tracking and consolidating exercises, knowledge feedback correction "An effective behavior must obtain information through some kind of feedback process, so as to know whether it has achieved its goal." As the organizer of the teaching process, teachers must give effective feedback through various forms of practice. Teachers should fully understand which students have mastered, which students have difficulties, and which knowledge is easy for students to have problems, and take measures to remedy them. You can take the form of self-test, group multi-directional communication and feedback exercises. So as to promote the teaching to the students' learning level just right, and make the students form their thinking activities smoothly according to the target requirements, thus showing the best state of teacher-led and student-centered interactive teaching and learning. (5) In-class test, it is necessary to test students' understanding of knowledge, show students' thinking process, evaluate students' self-development, find out the reasons for mistakes, timely understand valuable teaching information for feedback, standardize teaching ideas, propose improvement methods, and gradually form abilities. In order to understand students' learning situation, teachers must pass feedback exercises or tests, and the results will help teachers adjust their learning guidance activities. After the exam, teachers must keep abreast of each student's learning situation. They can take some students of different levels to mark papers, communicate in the same place or mark papers in groups, and then collect test scores, and analyze and explain them according to the test scores to achieve the expected teaching effect. The above are some suggestions based on the actual teaching practice in our school, which need to be explored, summarized and improved in continuous practice. However, we must base ourselves on students, take students as the main body, let students actively participate in learning, and realize effective, two-way and high-quality interaction, so as to achieve the truly efficient goal and make our mathematics classroom teaching glow with vitality.