Optimizing the design of teaching links and improving the effectiveness of mathematics classroom teaching is the core link in the implementation of the new curriculum, the basic form of teaching, and the main channel for students to obtain information, exercise and improve their abilities and develop certain ideas. The effect of classroom teaching is directly related to the teaching quality and the practical value of personnel training. Educator Comenius said: "We should seek and find a teaching method so that teachers can teach less, but students can learn more." This teaching consciousness of teaching less and learning more is still the ideal realm that every educator strives to pursue. However, the time of classroom teaching is limited, and effective teaching is an important way for students to make the greatest progress and development with the least time. The effectiveness of classroom teaching is not limited to the classroom, but more importantly, we should proceed from every basic teaching link, promote it layer by layer and interlock it. First, the effectiveness of teaching objectives The effectiveness of mathematics classroom teaching is often closely related to teachers' teaching objectives. To pursue effective teaching, we must first strengthen the goal consciousness of classroom teaching, that is, require classroom teaching to closely focus on teaching objectives, minimize randomness and blindness, and improve the pertinence and effectiveness of teaching. Whether the teaching objectives are set scientifically or not directly affects the classroom teaching effect. The goal of a class is unclear and the key points are not prominent, but the teacher talks about the details, resulting in meaningless knowledge repetition and omission, which is the direct reason for the low efficiency and high consumption of classroom teaching. To formulate teaching objectives, we should be familiar with the three-dimensional objectives under the new curriculum standard, really put students' development in mind, integrate all kinds of teaching resources, make a concrete analysis of teaching materials, learning conditions and teaching concepts, and make overall arrangements. On the basis of a profound grasp of the syllabus, we should list the subject knowledge system, formulate the overall subject objectives and unit teaching objectives, and decompose them into each chapter and lesson. In the specific operation, we should also pay attention to the internal structure and arrangement order of classroom teaching objectives, and make clear the specific requirements for understanding, application, analysis, synthesis and evaluation of cognitive objectives. In the process of teaching, we should always check whether the teaching activities are in harmony with the objectives, coordinate the contradictory relationship between teaching and learning, and ensure that all activities in classroom teaching are carried out around the teaching objectives. Second, the effectiveness of the teaching atmosphere educator Rogers pointed out: "The attitude of teachers can determine the success or failure of classroom teaching." It can be seen that in order to stimulate students' main role, teachers should be good at creating relaxed, safe and pleasant learning scenes for students, giving them friendly, equal, happy and successful enjoyment, creating a classroom teaching atmosphere characterized by sincere acceptance and understanding, and enabling students to realize their own values in the group. To create a good teaching atmosphere, we can adopt the following methods: 1, develop teaching democracy and optimize teaching organization. In the classroom, teachers actively encourage students to participate in learning, encourage questions and express different opinions, and form an "interactive flow" between teachers and students. 2. Improve professional quality and optimize teaching art; 3. Pay attention to emotional input and strengthen emotional communication between teachers and students. If teachers can put emotional input on the basis of high teaching quality, try to adopt attitudes and methods close to or compatible with students' psychological feelings, and form a harmonious emotional tone with students, then a good teaching atmosphere will naturally flow out. Third, the effectiveness of situational creation teachers should pay attention to details in the teaching process, in which situational creation is an important teaching strategy to improve the effectiveness of teaching. Situational creation is easy to mobilize students' emotions, stimulate students' innovative thinking and ignite the spark of students' wisdom. However, under the new curriculum, some situations created in mathematics classes are only for creation and superficial excitement. Too much non-mathematical information interferes with and weakens the learning of mathematics knowledge and the cultivation of mathematical thinking ability, and lacks the effectiveness of situation creation in serving students in learning mathematics. To achieve the effectiveness of situation creation, we should pay attention to the following points: 1, situation creation should have a clear purpose. The creation of situations should be conducive to students' mathematics learning and the development of students' cognitive skills, mathematical thinking, emotional attitudes and so on. Therefore, in teaching, we should not only create situations closely around the teaching objectives, but also give full play to the role of situations and guide students to use mathematical language to extract mathematical problems from situations in time. The situation created should be close to students' life, so that students can understand the connotation of mathematics with life knowledge. For example, in the "axisymmetric graphics", the collected window patterns, maple leaves and butterfly specimens are used to let students observe and analyze their characteristics, so that mathematics can come from life and move towards life. 2. The content and form of the situation should be designed according to the students' life experience and age characteristics. There are many kinds of teaching situations, such as problem situations, story situations, activity situations, experimental situations, competition situations and so on. The creation of situations should follow the psychological characteristics and cognitive rules of students of different ages, design according to students' actual life experience, create problem situations that help students learn independently and cooperate with each other, and attract students with the charm of mathematics itself. 3. Creating situations should be interesting. Whether the situation creation is interesting or not is the key to start this class. For example, in the first chapter of the eighth grade (1) of the Shanghai Science Edition textbook, you can first explain the process of mathematician Euler inventing the coordinate system, and lie in bed and think quietly about how to determine the position of things. At this time, we found a fly stuck to the spider web, and the spider quickly climbed over and caught it. Euler suddenly realized: "Ah! You can use the grid to locate things like spiders. " Introduce the topic, how to use the grid to represent the position. At this time, the students' interest was aroused. Fourth, the integration of teaching content In the organization of teaching content, we should look for teaching content that is close to the reality of children's life and corresponds to the law of children's thinking. Under the condition of not exceeding a certain stage of students' thinking development and not lower than the existing minimum level, the teaching content should consider the flexibility of teaching breadth, depth and progress and integrate the teaching content. Let students have new gains, new feelings and new developments every day. Therefore, when choosing teaching content, teachers should choose the important or difficult content that students can't master. Teachers can learn in groups and let students explore what they can learn, which can save time and improve learning efficiency. Reasonable reorganization and integration of teaching materials can greatly shorten the time of teaching content, reduce students' cognitive burden and greatly improve learning efficiency. V. Effectiveness of classroom exercises Classroom exercises directly reflect the effect of students' mathematics learning. Classroom practice is also an important means to consolidate new knowledge, and it is the embodiment of students applying knowledge to solve problems. Teachers should consider the individual differences of students. In actual teaching practice, students' operation and communication activities in some classes have been strengthened, while their independent homework has been weakened. Some teachers can't handle the problem of "practice" well, especially when the practice time is relatively reduced. Common problems are: the purpose of practice is not clear enough, the pertinence is not strong, and it is arbitrary; There are many imitation exercises, but they are not sure about the difficulty of thinking and lack hierarchy; The single thinking of exercise questions is not conducive to students' creative thinking. Therefore, we must optimize the exercise content and design exercises to meet the different development needs of each student. When designing exercises, we should reflect the hierarchy to adapt to students with different knowledge levels and make different students develop. Use the exercise materials provided by the textbook reasonably. Practice according to the questions. Using the method of variation and reconstruction, we can design novel and ingenious topics with high thinking value. Through these exercises, we can not only effectively promote students' academic performance, but also stimulate students' interest, form habits and develop their intelligence and ability. Sixth, the effectiveness of classroom evaluation pays attention to students' emotional experience, and strives to make the classroom teaching process a happy emotional life and positive emotional experience for students. Only when students experience the success of learning will they be willing to learn. We should treat students with a developmental perspective, pay attention to their growth process, affirm and appreciate their little progress in time, let them feel the joy of learning success, and stimulate their inner pride and self-esteem. The purpose of evaluating students is to let them know themselves, develop themselves, improve themselves and achieve the predetermined development goals. In classroom evaluation, sincere words can be used to encourage evaluation: such as very good, great, not bad, etc. Warm posture implies evaluation: for example, silently giving a thumbs-up to a good child. Through evaluation, students can feel the joy of success and improve their interest in learning. Seven, the effectiveness of after-class reflection "teaching is always an art of regret." In any class, when you reflect after class, you will always feel some shortcomings and regrets. It is in the process of continuous reflection that the teaching level has been improved. This requires teachers to conduct in-depth analysis and reflection after each class, and make a serious summary of the coincidence of presupposition and reality in each teaching link, students' learning situation, teachers' regulation, classroom generation and other aspects to find out something with regularity. As far as primary school mathematics classroom teaching is concerned, the contents of reflection mainly include: reflection on one's own thinking process, reflection on problem-solving ideas, analysis process, operation process, language expression, reflection on mathematical thinking methods involved, etc. When students encounter obstacles or mistakes in the process of exploration, teachers can ask some targeted and enlightening questions to guide students to actively reflect on the exploration process; At the end of mathematics activities, students should be guided to reflect on the rationality of the whole exploration process and conclusion in order to gain a successful experience. Effective teaching lies in the need for teachers to have a sense of reflection. After each class, teachers must pay attention to reflection, write teaching essays and constantly improve their teaching ability.