In many areas of our country, large class teaching may last for quite a long time. How to improve the effectiveness of classroom teaching in large-class primary schools requires more primary school mathematics teachers to further explore, think about countermeasures and find measures to greatly improve the effectiveness of classroom teaching in large-class primary schools. Because the class size is too large and the number of students is too large, the greater the differences between students in many aspects, the more problems there will be, which will bring more and more difficulties to our classroom teaching, such as the management of teaching process, the implementation of teaching activities and the difficulty in ensuring teaching effect. Otherwise, there will be a serious tendency of two-level differentiation and an increase in poor students. In order to overcome these difficulties and implement the new curriculum reform, it must be clear that the guiding ideology of primary school mathematics teaching is to highlight the foundation, popularization and development, and the teaching should be oriented to all students, so that students can develop comprehensively and actively. Therefore, how to improve the effectiveness of mathematics classroom teaching in large classes has become a problem that most teachers think and explore. Below, I would like to talk about how to improve the effectiveness of mathematics classroom teaching in large-class primary schools.

First, starting from "facing reality", pay attention to improving the effectiveness of mathematics classroom teaching in large classes.

To solve the problem of large class teaching, we must have enough hardware, such as funds and teachers. Therefore, school teachers must "face up to the reality", do not complain blindly, and attach great importance to it ideologically, thinking and exploring how to improve the effectiveness of classroom teaching in large classes under the existing conditions. Only by paying attention to it ideologically can we have motivation, give play to teachers' subjective initiative and improve the effectiveness of classroom teaching in large classes. On the contrary, talking about this issue without this ideological starting point can only be empty talk.

Second, focus on "paying attention to poor students" to effectively improve the effectiveness of mathematics classroom teaching in large classes.

The mathematics curriculum standard of compulsory education points out that "everyone learns valuable mathematics", "everyone can get necessary mathematics" and "different people get different development in mathematics". To improve the effectiveness of mathematics classroom teaching in large classes is to "everyone can get the necessary mathematics" and "different people get different development in mathematics", especially for more poor students. Therefore, in the large class mathematics classroom teaching, the poor students' mathematics learning situation should become the focus of mathematics teachers' attention. Then, how to "pay attention to poor students" in mathematics classroom teaching with large classes?

First of all, teachers must have "poor students" in mind in order to have excellent students. Only when teachers have "poor students" in mind can they really pay attention to "poor students" Secondly, when poor students have difficulties in learning, teachers should give more care and help to enhance their confidence in overcoming difficulties and learning mathematics well. Thirdly, teachers should pay attention to discovering the learning success of poor students, and affirm and praise them in time, so that poor students can gain more successful experiences. Teachers should pay attention to poor students in every math learning activity and make them feel valued. Finally, teachers pay attention to the poor students not only for their math study, but also by paying attention to the poor students' learning situation and feeding back more classroom teaching information, so as to fully and accurately grasp the teaching situation, thus making corresponding treatment, achieving better teaching effect and improving the effectiveness of classroom teaching.

Third, take "group cooperation" as the main way, and strive to improve the effectiveness of mathematics classroom teaching in large classes.

Due to the large number of students, it is difficult to cover all aspects of students' learning management, guidance and inspection. So I think it is an effective method to divide all the students into several small units-study groups according to a certain combination. Of course, the study group should not just be a simple combination in form, but should become a small study unit that is truly United, cooperative, mutually learning and effectively managed. To this end, I strive to achieve the following aspects:

1. Establish complementary study groups and form effective cooperative study groups.

The collocation of study group members is the key to improve effectiveness, and teachers must be cautious. First of all, the number of groups should be appropriate, usually 4-6 people. Secondly, members should be appropriate. I chose a student who is excellent in learning, independent and decisive, and can play the core role of the group as the group leader, and then other members were divided into excellent, good, medium and poor according to their different learning levels, which matched each other and complemented each other.

2. Strict group leader learning management system to improve the effectiveness of group learning.

The group leader himself is excellent, so he becomes the core of the study group and a learning manager with certain prestige. So the teacher asked the team leader to be responsible for urging the whole group to complete various learning tasks every day, and pay attention to collecting and checking students' homework and reporting the situation to the teacher in time. In a word, the implementation of this method and management system in the study group gives full play to the subjective initiative of the group leader and effectively improves the teaching efficiency.

3. Establish a competitive incentive mechanism for study groups to improve the effectiveness of group learning.

According to the characteristics of primary school students' competitiveness, some math competitions and practical evaluation activities are designed appropriately, so that each study group can compete and evaluate, which not only cultivates students' sense of group competition, but also stimulates students' interest in learning mathematics, thus improving the effectiveness of math classroom teaching in large classes.

Fourthly, to improve the effectiveness of mathematics classroom teaching in large classes with the encouragement of "praising learning groups".

Due to the large number of primary school students and poor self-control, many students behave casually in class, which is not conducive to teachers' concentration of all students' attention, unable to unify all students into the designed learning activities, and even a few students will affect the classroom order, resulting in classroom teaching failing to achieve the expected effect and reducing the teaching effect. Therefore, teachers should appropriately praise the study groups that have done well and encourage them regularly, which has played an exemplary role and strengthened students' collective concept and sense of cooperation. So as to form a strong self-discipline force and achieve the effect that everyone in the group wants to do well, so as to realize the high concentration and unity of the whole class and greatly improve the effectiveness of mathematics classroom teaching.

Large class teaching may last for a long time, which requires our primary school mathematics teachers to further explore and find countermeasures and measures to improve the effectiveness of large class mathematics teaching, comprehensively promote the new curriculum reform of primary school mathematics, and comprehensively promote quality education.