With the deepening of the new curriculum reform and the development of "efficient classroom" teaching activities in our school, improving classroom teaching efficiency has become a hot issue for teachers. Only by effectively improving the efficiency of classroom teaching can we fundamentally reduce the burden of students' schoolwork, ensure students to develop good habits of inquiry learning, and constantly cultivate the benign thinking quality of primary school students. There are many factors that affect the efficiency of classroom teaching. For example, school teaching conditions, teachers' professional ability, students' cognitive differences and so on. To avoid these problems, only by paying attention to details can we break through the bottleneck and get a lively classroom. The characteristics of each subject are different, and the strategies to improve classroom teaching efficiency will be different. In primary school mathematics teaching, we can try to start from the following aspects. First, we should pay attention to preparing lessons before class. 1. Macroscopically grasp the content of the textbook. The primary school mathematics textbooks used are close to students' real life, and the knowledge structure is obvious. Most teachers carry out teaching activities according to the contents of the teaching materials when using them, so as to make clear the text contents of grades one to six to the maximum extent. Mastering the relationship between different parts of knowledge has become the key to understanding and making good use of teaching materials. The new curriculum system has changed the simplification of the past curriculum structure and moved towards diversification. The content of mathematics textbooks has also expanded from the original calculation to four fields: number and algebra, space and graphics, statistics and probability, practice and comprehensive application. What are the contents of the textbooks for all grades in these four fields and how are they related? It is the macro content that teachers should have in their hearts. Teachers can grasp the knowledge foresight and follow-up content before teaching and implement it step by step. 2. As the guide and organizer of students' mathematical activities, teachers should guide students to construct mathematical knowledge effectively from their own mathematical reality. After grasping the overall content of mathematics teaching, it is necessary to refine the unit content of each textbook in a microscopic way. Based on the characteristics of mathematics, every class is inseparable from practice. Therefore, according to the previous teaching experience and the characteristics of students in this class, it is one of the preparatory work before class to divide the main points of unit teaching, classify the exercise topics and start the topic preset. Therefore, teachers need to carefully design the exercise topics in the "learning plan" when compiling "learning plan" and "guiding plan" 3. Create teaching content objectively. Because the teaching objects are different, even the same teaching content can not be taught in a unified way, so teachers need to consider the differences between teaching objects when preparing lessons, and strive to plan and preset the teaching content objectively, so as to make the content that the classroom wants to present realistic as far as possible. In addition, there is room for change. Specifically, it is necessary to achieve "three aspects and one emphasis", that is, the design of teaching objectives should be comprehensive, the teaching process should take the overall situation into account, the teaching equipment should be used at full speed, and students should pay attention to the problems they may encounter or face in their studies. Only by scientifically constructing objectives, processes and equipment, and carefully considering students' teaching situation and understanding ability in the preset, can we ensure the effective extension and creative utilization of classroom teaching. Give full play to the leading role of teachers and let students become the masters of classroom learning. Second, let the interaction between presupposition and generation promote 1. Handle the relationship between teaching and practice. The purpose of implementing "efficient classroom" is to make students learn well and understand, so improving classroom teaching efficiency is the key. Generally speaking, practice becomes a means for students to consolidate new knowledge and improve their skills. Through teaching practice, the efficiency of students' learning often depends on their desire to explore knowledge and their ability to solve problems. For students, "listening to math" and "doing math" may make them devote themselves to it. Therefore, in math class, I gradually increase students' time, guidance and reflection ... that is, let students since the enlightenment in a series of exercises, and fundamentally improve teaching efficiency. Teachers should try to make their lectures concise, direct, interesting and thought-provoking, otherwise, they don't need to give lectures, but return their precious time to students. 2. Guide students to start learning with positive evaluation. Teachers are the leaders of students' learning. Students' affirmation, encouragement or praise in the learning process, especially when encountering difficulties, will stimulate strong self-confidence and initiative in learning. Therefore, in teaching, teachers should seize fleeting generation points to evaluate students. The default is often easy to do, but the generation is difficult to grasp. This directly reflects the teachers' knowledge vision, attention range and teaching wisdom. Teachers' evaluation, to some extent, is appreciation, inspiration, help and encouragement to students, even a kind of humanistic care, which not only pays attention to and appreciates students' mastery and improvement of knowledge, but also pays attention to and appreciates students' excellent performance in learning process and application methods. Paying more attention to and appreciating students' positive expression in emotion, attitude and values is the starting point and destination of improving classroom teaching efficiency. Through effective activities, let students experience and appreciate how mathematical knowledge is refined and sublimated from life experience and common sense, and how mathematical knowledge is developed and enriched. And gradually systematize and rationalize. Third, enrich and grow in reflection and learning. 1. Let after-class reflection and continuous learning drive the improvement of professional quality. As a teacher who is conscientious in teaching and responsible for students, writing after-class reflection should be an extension of all teachers' classroom teaching, because reflection makes people introspect their mistakes and consciously improve, which is the true meaning of since the enlightenment. This is an internal dynamic learning and innovation process, which is a powerful driving force for teaching. At the same time, teachers' occupation limits their demand for continuous learning. Only by self-study and mutual learning can we keep pace with the development of the times and keep the knowledge we teach updated. An excellent teacher should have a strong professional quality, and the formation and storage of this quality can not be separated from reflection and learning. 2. Improving teaching efficiency through school-based research Suhomlinski once said: "If you want teachers' labor to bring happiness to teachers, so that attending classes every day will not become a boring obligation, then you should guide every teacher to the road of happiness in research. "School-based training is such a road. Because it pays attention to solving practical problems, summing up experience, perfecting theories, exploring laws and teachers' professional development, it can promote teachers' role transformation, ensure the in-depth development of new courses and ensure the efficiency of "efficient classroom". In a sense, curriculum reform, teachers' success or failure, teachers' comprehensive quality and teaching ability determine the quality of teaching. The ideal mathematics classroom teaching needs the support of teachers' conscious spirit and excellent teaching skills, so that teachers can step onto the stage of their own lives, stimulate strong creative enthusiasm, and thus drive a group of teachers to solve their own problems in research. Improve the effectiveness of classroom teaching. Effective classroom is an idea, a value pursuit and a teaching practice model. The new curriculum reform has changed teachers' teaching concepts and improved teachers' teaching methods, which will certainly touch and improve the original problems in classroom teaching. Efficient classroom teaching is the goal of educational development, and there are many factors restricting its formation. Therefore, teachers need to base themselves on their own classrooms and constantly seek for unique professional happiness in practice.