How to reduce the burden and increase the efficiency in mathematics class is considered by many students to be a relatively abstract and complex subject. Many times, the teacher assigned a lot of homework, but the students made slow progress. How can we reduce the burden and increase efficiency? China's earliest educational work, Xueji, said: "Learning is not enough, but teaching is difficult. If you don't know enough, then you can reverse; Know its difficulties and then be self-reliant. " Put forward the role of reflection in learning activities from the perspective of learning. No matter what the starting point of learning ability is, it is necessary for any student to reflect on his learning through various channels. In the current curriculum reform experiment, how to really cultivate students' reflective habits and abilities and build a reflective model of teacher-student interaction is the core of junior high school mathematics teaching reflection, and it is also the place where our teachers should focus on reflection. With the development and requirements of the times, the value goal orientation of mathematics teaching is not limited to enabling students to acquire basic mathematical knowledge and skills. More importantly, in mathematics teaching activities, we should understand the value of mathematics, enhance the application consciousness of mathematics, acquire the basic thinking method of mathematics and experience the process of solving problems. In teaching, we should handle the balance and harmonious integration of knowledge-based goals and developmental goals, promote students' development in the process of acquiring knowledge, and implement knowledge in the process of development. This requires students to reflect on their own learning. The new curriculum emphasizes the cultivation of innovative spirit and practical ability, and advocates a learning style characterized by "initiative, inquiry and cooperation". Teaching activities are bilateral activities between teachers and students. It takes teaching materials as the center, and teachers' teaching activities interact with students' learning activities, so that students can acquire mathematical knowledge, skills and abilities, develop students' thinking quality, cultivate innovative consciousness and form good study habits. In education reform, teachers are the key and students are the main body. At the same time, the improvement of teachers' ability and students' ability is gradually established through practical exploration. It can be seen that if teachers and students want to develop, they must integrate practice and inquiry, making it a process of promoting teachers and students' development and constantly improving their abilities, and reflection is to effectively combine the two. So from what aspects should we construct a reflective model of teacher-student interaction? 1, ask for a class summary. At present, letting students listen has become the most commonly used method for teachers. Listening to lectures is not enough for students to reflect on the teaching content. To reflect, there must be content. Therefore, students should make a brief summary of this lesson first. Brief notes in class provide students with a basis for thinking. Students can also better experience what they have learned in class from the brief notes in class. Students' learning activities have also become the main behavior with goals and strategies, which can inspire teachers and students to carry out exploratory and research activities. It is beneficial for students to gain personal experience and improve their creativity in learning activities, so class notes are an important part of students' reflection. 2. Guide students to master the method of reflection. Classroom teaching is the main channel to carry out reflective learning. In classroom teaching, consciously guide students to conduct reflective learning from multiple directions and angles. Students' practical reflection can reflect on their own understanding, such as things in daily life and content in class, which can guide students to ask more why? ; It can also be linked with other people's practices, leading to a comparative reflection on their own behavior. We can guide students to make similar comparisons and reach the state of "reaching the top, the other mountains all appear dwarfs under the sky."; It can also be an analysis and evaluation of a phenomenon in life or a trend of thought around it. In addition, why are students' reflections staged? For example, at the end of a class, let students reflect and think about what they have gained from this class. What other questions are there? Before going to bed that day, reflect on your feelings today; Or reflect on your progress and shortcomings in a week and so on. Specifically, there are the following five methods: ① Reflection in solving problems and mastering methods: Solving problems is the only way to learn mathematics. When students solve problems, they often lack reflection on the problem-solving process, do not refine and summarize the problem-solving process, and only solve problems in order to complete tasks, resulting in low quality and low efficiency. Teachers should actively guide students to sort out the thinking process, determine the key to solving problems, review the ideas of solving problems and summarize the methods of solving problems, so as to make the process of solving problems clear, orderly and accurate. ② Reflect in the collective discussion and form the concept: "Activity is the source of perception and the foundation of thinking development". Everyone constructs his own understanding of things with his own experience as the background, so his understanding is relatively limited. Through collective discussion and communication, students can understand their peers' understanding, enrich their own thinking methods, reflect on their own thinking process and enhance their migration ability. The key to the formation of concepts is to pay attention to the process of meaning construction, not just monotonous memory, so we should pay attention to guiding students to promote personal reflection and realize self-innovation through collective discussion and debate. (3) Review the thinking of reflection and refinement in knowledge acquisition: In teaching activities, our teachers pay more attention to creating situations, and guide students to actively acquire knowledge through operational exercises and cooperative inquiry. In fact, in the actual learning process, students always decide the solution method according to the specific situation of the problem. This method is limited by specific circumstances. If it is not refined and summarized, its application scope is limited and it is not easy to transfer. Therefore, teachers should encourage students to reflect on the learning process after acquiring knowledge, guide students to review and summarize their thinking strategies, analyze the basic mathematical methods contained in specific solutions, reprocess specific methods, and extract mathematical ideas with wide application. (4) Reflecting on the analysis of problem-solving methods and experiencing advantages: students are often satisfied with doing problems when solving problems, and never evaluate the advantages and disadvantages of their own problem-solving methods. There are often some shortcomings in homework, such as single problem-solving process, narrow thinking, outdated solution, chaotic logic, lengthy narration, and no emphasis on primary and secondary, which are the lack of flexibility and criticism in students' thinking process and the low level of students' creative thinking. Therefore, teachers must guide students to analyze the advantages and disadvantages of problem-solving methods, optimize the problem-solving process, and strive to find the best solution to the problem. Through this evaluation process, students' horizons are broadened, students' thinking is gradually developed in the direction of multi-starting point, flexibility, accuracy and novelty, and students' generalization ability is improved in the process of deepening their understanding of the essence of the problem, thus promoting students to form a systematic and interrelated mathematical cognitive structure. ⑤ Reflect on the causes of mistakes and enjoy success: Students are often careless in learning basic knowledge, ignoring the reflection on conclusions and being content with a little knowledge, which is an important reason for homework mistakes. As a result, there are often phenomena such as untrue data and errors, especially some "hidden errors" appear more frequently. Therefore, teachers should combine students' mistakes in homework, carefully design teaching situations, help students analyze the causes of homework errors from the perspective of basic concepts and basic knowledge, provide students with opportunities to re-understand basic knowledge and basic concepts, enable students to master basic knowledge and understand basic concepts in the process of correcting homework errors, guide students to consciously test results, and cultivate students' reflective ability. 3. Strengthen the cultivation of reflective ability from the reflection of after-school study and the self-reflection of homework. After a class, meditate, spend some time reviewing what you have learned, and explore some laws between knowledge and knowledge points; Whether there is a breakthrough in solving many misunderstandings of the problem; Whether enlightenment is appropriate; Whether the training is in place and so on. Write down these gains and losses in time and make necessary classification and balance. In homework, we should also seriously reflect, especially after correcting homework, ask students to carefully analyze their own right and wrong questions, write down their own successes and shortcomings, and also write down their own new ideas and innovations. 4. Help students improve the effect of reflection. When we often guide students to reflect, if we simply do it every time, students will soon get bored, which requires us to give them a lot of encouragement, inspiration and evaluation every time we guide students to do it, so that students can realize the benefits of doing so, so that they can be inspired and inspired in the process of doing so and succeed in their future studies. For example, at ordinary times, every time I guide students to reflect, I will praise those students who think seriously and guide everyone to learn from some students who can ask questions on the basis of reflection. I often tell students that as long as they can make progress under the condition of reflection, this is the greatest success, then this student is a warrior, because he has always been able to overcome difficulties and win.