The effectiveness of classroom exercises is the evaluation of teachers' teaching behavior to achieve teaching goals and meet students' development needs, and it is the embodiment of teaching value. Because the development of classroom exercises should start with all the basic links of teaching, and promote them layer by layer, interlocking. In mathematics teaching, "practice" is the key. It is a bridge to internalize knowledge, ability, emotion, attitude and values, and it is also a bridge to externalize these after processing and tempering. Only by improving the effectiveness of classroom practice can we ensure the effectiveness of classroom teaching. Therefore, it is particularly important to improve the effectiveness of classroom exercises.

At present, there is a serious phenomenon of invalid classroom exercise design in mathematics classroom teaching, and even bad and wrong exercise design has appeared. In the long-term education and teaching work, I found the following five problems:

1, the exercise design before class is not in place, the exercise form is single, it cannot be designed according to the actual situation of students, and the exercise design is not "new" or "lively" enough.

2. The new acceptance and practice schedule is unreasonable, and there is little or no time to practice after learning new knowledge.

3. We can't really treat students' mistakes, have an incorrect attitude towards right and wrong questions, and lack reflection.

4. The evaluation method is single, which can't be aimed at the students' reality and doesn't play a role in mobilizing students' enthusiasm.

5. Practicality is not strong enough, without considering how to make students not forget and firmly grasp the knowledge they have learned. So how can we make classroom exercises effective and achieve the ultimate goal of practice? Let me talk about the effectiveness of classroom exercises based on my own teaching practice:

First of all, fully prepare for classroom exercises.

To reflect the effectiveness of classroom exercises, it is necessary to carefully design the form, content, difficulty, quantity, starting point and feedback form of classroom exercises, which is the premise to improve the effectiveness of mathematics classroom exercises. Practice forms can be oral practice, written practice, operational practice, self-editing practice, etc. According to different teaching contents, we can choose appropriate practice forms. In teaching, students can also make up their own topics for other students to do, which not only expands their thinking, but also deepens their understanding and application of new knowledge.

Of course, the content of the exercise is the most critical part. As a teacher, we must choose our topics carefully. Before class, you should look at the exercises after class, study the exercise books and exercises in the evaluation, and choose examples, exercises and feedback questions suitable for classroom teaching. It is necessary to choose topics that are effective in thinking training, flexible in methods, typical and representative, so that students can do fewer questions but gain more, instead of moving them all to the classroom regardless of topics and levels. When choosing multiple-choice questions, we should also make the questions have a certain gradient. If you only practice the questions with the same gradient, it will not help students improve, and students will only imitate mechanically; Practice gradient questions, starting from the basic questions and gradually improving them, so that students can not only understand new knowledge, but also exercise their ability to solve new problems.