Mathematics learning is a process of re-creation and re-discovery, which can only be realized with the active participation of the subject. From the requirements of implementing quality education in an all-round way, stimulating students to actively participate in classroom teaching is to improve classroom teaching efficiency and cultivate students' learning ability and creative thinking ability, which is completely consistent with quality education aimed at cultivating creative talents. Therefore, improving students' participation in mathematics classroom teaching not only has the short-term effect of improving the quality of mathematics teaching, but also has the long-term effect of improving students' quality. Mathematics, like other disciplines, has its own characteristics: first, it is a system composed of a series of concepts, theorems and rules, which has strong certainty, accuracy and logic; Second, in view of the characteristics of applied science in the process of knowledge application, it is both a pure theoretical discipline and a practical discipline; Third, there are many contents, new ideas and high requirements. Therefore, students are required to have not only the ability to accept knowledge, but also the ability to apply knowledge. In this era of rapid information development, we should not only cultivate students' good study habits, but also cultivate their learning ability, especially their creative thinking ability. Therefore, this paper puts forward the following views on classroom teaching:

First, give the students a lesson.

In the past, teachers always felt that they should talk more in class and try to make the questions clear to students. In fact, the effect is not good. Students' enthusiasm for learning mathematics is not high, and their expressions in class are indifferent. They just stare or stare blankly, or even don't listen. In order to change this phenomenon, I pay attention to the word "guidance" in teaching, stand on the students' point of view and level, and analyze problems with students like discussing problems with colleagues, so that students can think, do and try more. Every step of the analysis is to ask questions, or what to do next, and then the students mainly solve the problems. In teaching activities, teachers should try to minimize "what should you do?" What should I not do? " And more "what should we do? Why do you want to do this? Why do we know this? " They should try their best to guide students to observe, think, discuss, practice and explore, so as to make the classroom full of vigor and vitality and let students learn more and better things in the learning process. To sum up, the outstanding concrete measures are as follows: 1. Attach importance to students' preview and downplay class notes; 2. Teachers' inaction can create students' promising (teachers don't necessarily have problems to eliminate immediately, but students should solve them first); 3. Practice speaking at key points before speaking; 4. "Internal problem solving" (focusing on students' mutual discussion).

Second, use problem situations to stimulate curiosity.

It is necessary to link mathematics courses with situations that students are familiar with, encourage students to actively explore knowledge with problems in situations, and let students know and understand mathematics in situations and actively learn knowledge. The setting of problem situations in middle school mathematics teaching mainly includes: 1. Create problem situations with interesting materials. For example, in the "square root" teaching, the story of the Hebrews of the Pythagorean school in ancient Greece discovering irrational numbers is introduced to create a situation; When explaining the application of equations and functions, introduce questions from examples in students' daily life. 2. Use variants to reset the problem situation. There needs to be a process of repeated understanding of important issues and key knowledge. By creating new problem situations, teachers make students realize that the problems in the new situations are the same as the problems they have learned, so as to grasp the essence of problems, understand and internalize knowledge and improve their problem-solving ability. 3. Open the problem situation.

The classified query of periodical articles is a problem in the teaching of "parallelogram" in periodical libraries: in quadrilateral ABCD, AB = CD and _ _ _ _ _, try to explain that quadrilateral ABCD is a parallelogram. The horizontal lines are covered with ink that was accidentally knocked over. Can you fill it up and solve this problem?

Third, show students the formation process of knowledge.

The current middle school mathematics textbooks present students with a "perfect" "logical chain" with exact concepts, the least axioms and rigorous argumentation methods, while the basic concepts and thinking methods of mathematics can't see the tortuous road from formation, development to perfection, which to some extent buries the thinking activities in mathematical discovery, mathematical creation and mathematical application. If the teacher tells the story according to the book and instills it in the students intact, it will undoubtedly be detrimental to the development of students' thinking and the improvement of their ability. In teaching, teachers should expand the process of scientific activities condensed in textbooks, tap the rich content behind deductive system, and make students master the essence of mathematics.

For example, in the teaching of mathematical concepts, to make students aware of the necessity of introducing concepts, we can discuss it in combination with the history of mathematics. If the rational number field is expanded to the real number field and then to the complex number field, why is the expansion method like this? What is the rationality of this? How did you come up with it? What ups and downs have you experienced? What role did it play in the development of mathematics? When introducing concepts, we should analyze perceptual materials from practical examples and learn concepts through assimilation, such as "quadratic equation of one variable" and "parallelogram". It is best to combine concept formation with concept assimilation, so that we can not only understand the rich facts behind the concept formation, but also promote the connection between the new concept and the knowledge in the original cognitive structure, so that concept teaching can not only solve the problem of "what", but also solve the problem of "how to think of it" and how to establish and develop the theory after having this concept.

Fourth, expose the real thinking process to students.

Nowadays, mathematics classroom teaching often lacks real thinking process, which has a certain gap with students' actual thinking. Even if students seem to understand clearly, they can't master the most primitive ability of analysis, exploration and research. Therefore, teachers should reveal to students how they came to the conclusion, that is, how they thought at first, how they handled it in the middle, and how they came to the conclusion at last. They should not only tell students in a mature way, but also tell them frankly about their psychological activities. The process of problem analysis, even if it is wrong from the beginning, contains more thinking value than simple answers.

For example, in the explanation of typical examples, teachers should not only talk about how many solutions there are and how to do each solution, but also let students know how to do it, so that when students can get a problem and can't figure out how to do it right away, they can calm down and think about which chapter it belongs to, what kind of problems it belongs to in this chapter, what are the solutions to various problems in this category, and think of special methods and special situations from general methods. Students search, compare, test, estimate and verify step by step ... in this way, students' thinking is activated and they learn how to analyze and solve problems from different angles and under different conditions.

In short, activating the classroom is to activate students' thinking. Only by mobilizing students' learning enthusiasm can classroom teaching be effective.