First, the key to improving the classroom teaching effect is to thoroughly understand the teaching materials and skillfully set the situation. Teaching is a * * * activity composed of teachers' teaching and students' learning, and teachers' teaching plays a leading role in students' learning. Therefore, I think that in order to improve the effect of classroom teaching, teachers should first thoroughly understand the teaching materials, master the ins and outs of all parts of knowledge in the teaching materials, and the editing intention of each example and exercise in the teaching materials. For these, teachers can only solve the problem of what to teach if they think carefully, study deeply and have books in their hearts. At the same time, under the premise of thoroughly understanding the textbooks, we should also study the contents of the textbooks and the best foothold of current life, skillfully set up teaching situations, stimulate students' interest and introduce new knowledge. Only in this way can we guide students to explore cooperatively and master new knowledge, and only in this way can we solve the problem of how to teach. 1. Only by mastering the systematicness of knowledge can we comprehensively view global mathematics as a very systematic discipline, and knowledge is closely related. Any new knowledge is developed on the basis of the old knowledge already learned. Therefore, only when teachers master the systematicness of teaching materials can they look ahead and look back in teaching and pave the way for the new knowledge behind. Learning the latter knowledge can review and apply the former knowledge in a planned way. If teachers don't master the systematicness of the textbook, they may divide the whole content into many parts to teach independently. This is not only laborious and time-consuming to teach, but also difficult for students to understand and remember. More importantly, it is not conducive to the intellectual development of students. Therefore, whether we can master the teaching materials systematically and have the overall concept directly affects the efficiency of classroom teaching. So how can we systematically master the teaching materials and look at the overall situation? My suggestions are as follows: first, we should pay attention to the concept of reflecting the essence of things in teaching. For example, the concept of unit "1" is not only an important basis for understanding fractions, but also a very important concept in the teaching of all fractional and percentage application problems in the future. Therefore, when students learn fractional multiplication, they must thoroughly understand this key problem, so that when teaching engineering application problems and percentage application problems, students will not find it difficult to understand, which is obvious. The unit "1" is the most important concept that runs through the textbooks of fractions and percentages. Therefore, we should firmly grasp the meaning of the unit "1" at the beginning of the teaching of fractions, and let students thoroughly understand it through various forms. Second, study the relationship between the parts of each unit. The knowledge of "score recognition" is taught on the basis of the preliminary knowledge of grade three scores, so teachers must analyze the teaching of the preliminary understanding of grade three scores in teaching, so as to sublimate and expand the "score recognition" of grade five, show the writing intention of the textbook and achieve the teaching goal. Third, find out the connection between new knowledge and old knowledge. For example, the methods to solve the application problems of engineering problems are basically the same as those to solve the problems encountered. When teaching practical problems of engineering problems, students can be guided to compare and discover, which is helpful for students to understand engineering problems. Fourth, we should understand the changes of knowledge extension and master the depth of teaching materials. In order to make students understand what they have learned thoroughly and use it flexibly, we should study the expanding exercises based on and beyond the textbook, but don't go beyond the editor's intention, master the scope of knowledge stipulated in the textbook and the difficulty of what they have learned, deepen the research, and carefully ponder the teaching objectives. We should not deviate from the requirements of the textbook, blindly increase the difficulty of the topic, or even engage in sea tactics. This will not only waste time, but also affect the teaching effect and increase students' unnecessary workload. 2. Only when teachers have a deep understanding can they explain in simple terms that the role of teachers in the classroom is to teach and solve doubts, and to be students' collaborators and guides. Whether the teaching effect is good or not, and whether the difficult problems are clear or not, mainly depends on whether the teachers can correctly and profoundly understand the knowledge. Therefore, before teaching, teachers must carefully study and analyze the teaching content, so as to achieve a thorough understanding and skilled mastery, so as to simplify the complex in classroom teaching. For example, in the fourth-grade teaching "The Law of Decimal Size Change Caused by Decimal Movement", in order to let students thoroughly understand the reasons why decimal movement causes decimal change, we can first put forward four whys, and guide students to explore themselves according to these questions, and learn to understand and find out each problem. (1) Why does the position of the decimal point change and the value of the decimal point change? (2) Why does the decimal point become larger when it moves to the right? (3) Why does the decimal point become smaller when it moves to the left? (4) Why does the decimal point change tenfold every time the decimal point moves by one place? If these problems are thoroughly studied and understood by teachers before class, students can be guided to explain them in simple terms in class, which will get twice the result with half the effort. Only by understanding the editor's intention can we concentrate on teaching. When preparing lessons, teachers should analyze and study the preparation problems and examples of textbooks, trying to understand the editor's intention in this way, and then determine the teaching focus after distinguishing the primary and secondary examples; At the same time, it is also very important to reflect the best combination of teaching content and life examples in an open teaching situation. Therefore, through the research and analysis of teaching materials, teachers can understand their intentions and how to use the best situation to teach, so as to be aware of it. For example, when teaching "knowledge in collocation" in Grade Three, teachers can guide students to take the game of "rock scissors and cloth" in life as the beginning of teaching. The question is, how many different ways are there? How many kinds can you win? In this way, students organically combine the interesting games in life with the collocation problems in this section, so as to guide students to observe, guess, experiment, verify and other activities in specific situations, find out the combination number of simple events, and thus complete the teaching objectives. The practice of teaching and research training in recent years has made me deeply realize that only when teachers systematically master the contents of teaching materials, carefully study every problem in the teaching materials and thoroughly understand the intention of the textbook writers can they proceed from the overall situation of the teaching materials, grasp the main points and explain them in simple terms, and the teaching effect will be good. Second, improving teaching methods and focusing on generation are important ways to improve classroom teaching effect. Teachers should further consider what kind of teaching methods to adopt after studying the textbooks in depth and finding out the key points and difficulties of the textbooks, so that students can enjoy it and learn. Pupils are young, lack of knowledge, limited acceptance and lack of life experience, so it is difficult to find a foothold in mathematics knowledge in life, which requires teachers to pay attention to teaching methods and research methods in teaching. Teaching methods can be varied, different textbooks and students of different grades can adopt different teaching methods. Choosing teaching methods should proceed from the reality of students in each school. Don't force unification, and don't copy other people's experiences and practices. However, there are a few rules that everyone can abide by. The following is for reference only: 1. It is a rigorous and systematic subject to introduce new knowledge from students' existing life experience. Mathematics comes from life. According to this feature, we should grasp the intersection of old and new knowledge and the foothold of mathematical knowledge in life in teaching. Through the collection and arrangement before class, the questions in class found that the difficulties were turned into several small problems and the transition to new knowledge was smooth. For example, in the teaching of cognitive percentage, students can collect examples of the application of percentage in life before class and find out the topic of percentage in specific examples. In teaching, students can report and ask questions about the percentage content first, and teachers can ask questions in time, skillfully set suspense and explore new knowledge, which makes students feel fresh and have a better understanding, and breaks through the teaching difficulties. 2. Use intuitive operation to disperse teaching difficulties. The process of students acquiring knowledge is a process from perceptual knowledge to rational knowledge. In teaching, attention should be paid to proceeding from reality and making full use of visual teaching AIDS and learning tools, so that students can have a solid understanding of knowledge on the basis of a large number of perceptual materials, gradually develop abstract thinking ability and improve their interest in learning. For example, when teaching the sixth grade "circumference", teachers should fully create time and space for students to cooperate in groups, explore the ratio law of circumference length and diameter, show the results of group cooperation, reveal the significance of pi through full intuitive operation and research exchange between teachers and students, and let students experience the fun of mathematics learning and gain rich experience in mathematics activities. 3. Pay attention to guide students to experience the process of knowledge generation. Teaching practice makes us clearly realize that we teach today so that we don't need to teach tomorrow, and students learn today so that they can learn by themselves in practice after leaving school in the future. Therefore, in classroom teaching, it is important for teachers to impart knowledge, but it is more important to cultivate students' ability, which requires us teachers to pay attention to guiding students to experience the generation process of knowledge, stimulate students' enthusiasm for learning, inspire them to open their minds, think about problems, and consciously and actively acquire knowledge. For example, in the teaching of the section possibility of the first volume of the third grade, the teacher focuses on exploring and verifying with the students on the basis of guiding the students to perceive and discover. First of all, teachers guide students to make good preparations before the experiment, introduce experimental materials and explain experimental requirements, discuss the activity plan in groups, and report the activity plan in groups. Then, the cooperative experiment is preliminarily speculated. On the basis of students' communication and reporting group experiments, the teacher shows the opinions of each group, and finally the teacher and students reach an agreement. What is the possibility related to? If I give you a one-dollar coin and throw it out, what will the result be ... create an atmosphere in which students actively participate in classroom teaching, let students experience the joy of learning mathematics knowledge, and keep students eager for knowledge in class. 3. Going beyond textbooks and cultivating ability are necessary measures to improve classroom teaching effect. Teaching practice makes us realize that teachers and students have just completed one-third of the teaching tasks by working together to solve the problems of students' learning and understanding. Because "understanding" only means that students understand the new knowledge in textbooks, it doesn't mean that students really master the new knowledge. They often have a long way to go before applying new knowledge to solve problems and have not yet formed skills. Therefore, it is an important link in the teaching process to cultivate students' thinking ability based on and beyond textbooks. In order to improve the training effect, we should pay attention to the following problems: 1. It is necessary to clarify the purpose of training and prevent blind practice, otherwise it will be too complicated, unable to grasp the key points, increase the burden on students and have a bad effect. The training content should be prevented from being divorced from reality, pursuing partiality, difficulty and pursuit. From the point of view of each class, we should train closely around the teaching objectives of this section and oppose the training that is divorced from the teaching content and eager to pursue high standards. Only by organically combining the students' knowledge status with the key points and difficulties of the teaching materials can teachers have a clear idea, properly adjust the teaching plan and have targeted training. 2, training should pay attention to from the shallow to the deep, step by step Generally speaking, a new lesson, it is best to have 10 to 15 minutes of classroom training, especially pay attention to the number of training questions, the language description and topic structure of application questions should be clear and simple, do not use digital language to interfere with students' understanding of the main knowledge of this lesson, if possible, let students dictate or calculate some questions to check students. To prevent students from memorizing answers, teachers should combine the knowledge points of this course and compile some exercises suitable for students' age characteristics and life experience to see if students understand knowledge, so as to truly let students realize that there is mathematics everywhere in life, thus cultivating students' ability to solve practical problems in life. If the students master it very smoothly, the durability effect is very good. At this time, teachers can base themselves on the teaching materials, go beyond the teaching materials, lead to examples of using the knowledge of this lesson to solve problems in life, guide students to explore cooperatively, and also guide students to put forward some practical examples or problems in life in combination with the knowledge of this lesson, so that everyone can solve them cooperatively and really sublimate the content of this lesson. 3. Students at different levels should have different requirements for their own knowledge base during training, and their learning awareness and learning efficiency are also different. Considering this reality, special attention should be paid to teaching students in accordance with their aptitude, and two sets of homework should be arranged frequently in training. In this way, the teacher spent a lot of time and energy, but met the different requirements of different students and mobilized the enthusiasm of each student. Judging from the effect, it is still relatively good. In teaching practice, I deeply feel that it is very important to review and consolidate what I have learned and improve my skills. Therefore, we should not only do a good job in the basic training of each class, but also pay attention to the review class. Review class is not a simple repetition of knowledge, and it is ineffective for students to simply do problems. In the review class, teachers and students should not only do some targeted work to make up for the lack of knowledge, but also concentrate their time and energy on summarizing and sorting out what they have learned, so that knowledge can form a systematic whole in students' minds. This can simplify knowledge, not only enable students to master memory, but also deepen old knowledge, which has played an excellent role in promoting the development of students' logical thinking ability. In short, in the practice of teaching and research, I deeply feel that in order to improve the quality of teaching without increasing the burden on students, the most important link is to improve classroom teaching. However, the key to improving classroom teaching is closely related to the thorough understanding of teaching materials. Only when teachers have a systematic grasp of textbooks, are good at understanding editors' intentions, and have teaching methods that conform to children's psychological characteristics and cognitive laws, classroom teaching will be lively. I believe that only our teachers are willing to use their brains, work hard, keep learning and be brave in practice, and will certainly master the rules of classroom teaching and the art of teaching.