How to ensure the quality of teaching in today's wave of burden reduction? That is to realize efficient classroom and improve the effectiveness of classroom teaching. Suhomlinski once said: "If a student doesn't even take a small step on the road to mastering knowledge, it is a useless lesson for him. Ineffective labor is the biggest potential danger faced by every teacher and student. " Classroom is the main position of our teaching. How to improve the quality of classroom teaching and obtain the best classroom teaching effect with the least time and energy is the pursuit of every teacher. Then, in mathematics classroom teaching, how to make your classroom glow with youthful vitality and attractive charm? I am looking for the answer through constant practice and thinking. Here I will talk about my own experience. First of all, teachers' ability is the guarantee of efficient classroom. Teachers can carefully prepare lessons and study textbooks before class, but rarely carefully design teaching processes and methods according to the requirements of classroom teaching objectives, the age, knowledge and cognitive ability of teaching objects, fail to dig deeper and surpass textbooks, and even fail to anticipate the problems or emergencies that students may raise in class. Therefore, teachers' ability to integrate teaching materials and standardize the classroom is a magic weapon for efficient classroom. 1. "Give students a bowl of water and have an ocean". Rich knowledge is the magic weapon to conquer students. With a wealth of knowledge, we can effectively control students and lead the classroom. Teachers should choose the "breakthrough point" of classroom teaching according to students' cognitive rules and design teaching activities reasonably. We should carefully consider the details of classroom teaching and give full consideration to students' possible cognitive bias. It is necessary to design emergency plans for possible situations to ensure the smooth progress of classroom teaching. 2. The ability to flexibly control the classroom can ensure the smooth implementation of classroom teaching. For example, when teaching the volume of an object, students will understand the area occupied by the object as volume. At this time, teachers should seize the wrong opportunity to encourage students to discuss, so that students can not only deepen their understanding of volume, but also distinguish between volume and area. Second, students' dominant position is the key to efficient classroom. The new curriculum standard clearly points out that "students are the masters of mathematics learning". Students return to the dominant position in the classroom, participate in classroom teaching, take the initiative to acquire knowledge, and become knowledge in an efficient classroom. Teachers should give students more time and space, try to make them think, talk and do more, and attach importance to students' "independent inquiry, cooperation and communication, and hands-on practice". Teachers should not directly teach students how to solve problems, but should give students an oar sailing in the ocean of knowledge, so that students can actively think, boldly try, gain new knowledge in active exploration and experience the joy of success, so as to publicize students' personality and cultivate their innovative spirit. 1. Pay attention to encouraging evaluation and promote students' independent inquiry. Because traditional education has always been to check students' mastery of knowledge and skills through written tests and exams, in the long run, students' curiosity has been intentionally or unintentionally extinguished, and students' thirst for knowledge and creativity have been suppressed and stifled. With the deepening of curriculum reform, we are increasingly using a variety of ways to comprehensively evaluate the changes and progress of students in knowledge and skills, innovation and practice, emotional attitudes and values. In teaching, we should make correct and positive evaluations from all aspects, mobilize students' subjective initiative, and let students feel the "continuous success of mathematics learning", so as to taste the pleasure of "success is the mother of success". For example, when teaching "circumference", students actively explore the relationship between circumference and its diameter with their brains and hands, laying the foundation for calculating circumference. The teacher encouraged: "As early as 1000 years ago, China mathematician Zu Chongzhi discovered this relationship and calculated pi. Students also discovered this rule through research. You are really a contemporary Zu Chongzhi. " Such positive evaluation, like an accelerant, has a strong impetus to students' learning activities. 2. Pay attention to cooperative learning and improve classroom efficiency. "Group cooperative learning" fully endows classroom thinking space and activity space. In group learning, the teacher is only the director, and the students really come to the front desk to perform, which reflects the students' dominant position in classroom teaching. Cultivating students' cooperative consciousness and ability, reducing students' burden, enhancing self-confidence and increasing hands-on opportunities are conducive to multilateral interaction in teaching, so that every student can get equal opportunities to participate, and then effectively cultivate students' initiative exploration ability and innovative spirit. For example, in the teaching of "the area of a circle", the teacher asked the students to cooperate in groups, put the circular pictures together into approximate rectangles, approximate parallelograms and approximate triangles, and after deducing the area formula, threw a question for the students to cooperate in groups. Can you spell the circle into an approximate square to derive the area formula? Why? A stone stirs up a thousand waves, and students cut and spell, guessing "maybe, maybe not." Through the perception of hand, brain and mouth, it is found that a circle cannot be cut into an approximate square, because "the radius of any circle cannot be equal to half the circumference". Third, interest is the premise of efficient classroom. Bruner, an American psychologist, said: "The best motivation for learning is the interest in the textbook itself." Fully arouse students' interest in learning, let students study in a relaxed environment and turn passive into active. Why didn't you realize the high efficiency of the classroom? Students who study actively can remember 90% of the classroom knowledge, while students who study passively can only remember about 50%. In view of this situation, teachers should adopt interest-oriented teaching methods to make students fall in love with mathematics and become interested in learning mathematics. 1. Creating life situations and stimulating interest in learning mathematics is an abstract and logical subject. In order to enhance students' interest in mathematics, teachers should create problem situations according to teaching practice, provide conditions for students' active participation and stimulate students' interest in learning, thus achieving good classroom teaching effect. For example, when teaching the surface area of a cuboid, I created a scene to buy a gift for my mother: Mother's Day arrived, and Xiao Ming bought a gift for his mother (the courseware demonstrated the cuboid box, showing its length, width and height). He wants to wrap the gift in wrapping paper. How much wrapping paper is needed and how to calculate it? Can you help him? After the question was put forward, students were very interested, and the subjectivity of students' learning was well mobilized, and they unconsciously devoted themselves to the thinking activities in mathematics classroom. Creating situations makes students have the desire to learn mathematics, actively explore mathematics, and fully mobilize students' enthusiasm for learning mathematics. 2. Try to make the language lively and interesting. Teaching is an art, and teachers' lively and interesting language plays an important role in stimulating students' learning. In the classroom, teachers' language with strong emotions often attracts students. Teachers should be good at using language to concretize abstract concepts, visualize abstruse truths and make boring knowledge interesting, thus deepening students' understanding and memory of theoretical knowledge. Using vivid and interesting language in teaching can touch students' heartstrings and stimulate their curiosity. For example, in mathematics teaching, the timely use of visualized and visualized language has achieved very good results. When teaching cuboids and cubes, students have a good grasp of finding their side length, surface area and volume in primary school. When this knowledge is combined, it will be confused and difficult to distinguish. I compared one leg, two legs and three legs according to length unit, area unit and volume letter unit (such as M2M3), and got unexpected results. This visualization technology makes the boring classroom suddenly lively and interesting, which makes students feel very interesting and the problems are solved in fun. Fourth, the use of multimedia to turn static into dynamic, to improve students' initiative to explore information technology has great advantages in teaching, because it can turn static into dynamic, difficult into easy, abstract into concrete, and deepen the process of understanding knowledge. Therefore, in the teaching process, I make full use of the advantages of multimedia computers to change the picture situation from static to dynamic, and present the whole process of knowledge formation to students. For example, in the teaching of "hours, minutes and seconds", I used multimedia courseware to design a dynamic clock face. According to the change of the hands on the clock face, students can clearly see that the hour hand has walked a big grid and the minute hand has just walked a circle, so that students can discover the characteristics of the whole time independently. "The minute hand points to 12 and the hour hand points to several hours." This teaching link effectively improves students' understanding ability through independent inquiry. In short, teachers, as the leaders of teaching activities, make full use of multimedia technology in classroom teaching, create a good learning environment for students, keep students in a state of moving their eyes, ears, brains, mouths, trying, exploring and discovering, and maintain a psychological state of excitement, pleasure and eagerness for progress, so that students' main role can be fully and effectively played and the overall teaching effect can be improved. In a word, "effective classroom" is the unremitting pursuit of our educators. There are still many places we need to think and practice to improve the quality of education and teaching and realize the efficient classroom of primary school mathematics. Only by truly realizing efficient classroom teaching can students benefit, teachers can teach easily and students can learn interestingly. Tieling County Xintaizi Central Primary School Cao Lili