There are many problems in the traditional classroom, such as the dislocation of teachers' roles, grades and goals. It is necessary to return the classroom to students, so that students can become the masters of the classroom, the main body of teaching and the protagonist of learning, but the leading role of teaching cannot be weakened and blurred. In an efficient classroom, teachers should give full play to their leading role, never give up, make way and never be absent. Teachers' leading role can be realized in many ways: pre-class learning planning-writing high-quality counseling plans; Classroom organization control-give full play to the leading and auxiliary role of teachers; Guidance on key issues-achieving "three stresses and three stresses"; Guiding and evaluating learning-evaluating teaching by learning and promoting teaching by learning. [Keywords:] efficient classroom; Comenius said, "Find a teaching method that allows teachers to teach less and students to learn more". Ye Shengtao pointed out: "The responsibility of teachers is not to teach, but to teach students to learn." William Arthur Wood believes that mediocre teachers will tell, excellent teachers will explain, excellent teachers will demonstrate, and great teachers will inspire. We should return the time and space in the classroom to the students. They are the protagonists or protagonists in the classroom and the masters or subjects of teaching. They either discuss, explain, question or show. On the surface, the role of teachers seems to be weakened, but in fact, the change of roles puts forward higher requirements for teachers' leading role. In teaching, the leading role of teachers can be achieved through the following ways: 1. Pre-class study plan-writing a high-quality tutoring plan is essentially different from the teaching plan commonly used by teachers before. First of all, the service object of the study plan is students rather than teachers, which is a fundamental change and the basic requirement and embodiment of the school's student-oriented. Secondly, the study plan is made to facilitate students' study, not teachers' teaching. Learning plan is based on "students" and takes "learning" as the starting point. From a national perspective, the teaching plan is a thing of the past, and more than 90% of the areas are implementing the teaching mode of "learning by learning plans". The level of preparation and use of tutoring plan is the touchstone to judge the quality of teachers' teaching skills and professional attitude. If students' classroom activities are compared to a drama, then whether the drama is wonderful or not depends on whether the script compiled by the teacher has a play or not. The teacher's script is good, the students will definitely live in class, and there will be many bright spots. If the teacher's script is not good, the students will be at a loss, and this course can only be carried out in a chaotic state. Therefore, the leading role of teachers is first reflected in the design and production of the counseling plan. Tutorial program is the steering wheel and road map of students' learning, and it is also the "destination" they will eventually reach. There is also a great difference in the difficulty between "compiling a tutoring plan" and "writing a lesson plan", that is, the lesson plan should reflect "six changes" and "five attentions": specific objectives, knowledge problems, problem inquiry, hierarchical inquiry, hierarchical ladder and process objectives; Anti-exercise, anti-simplification, anti-cutting, anti-examination and anti-topic are difficult. The tutorial plan must grasp the "translation" of the teaching materials, translate the rigorous, logical and abstract knowledge in the teaching materials into readable, acceptable, popular and concrete knowledge, help students determine the appropriate learning goals, and give the best way to achieve them. The function of tutorial system focuses on "guidance" and the core is "learning". The tutorial case has realized the transformation from the teacher to the student, to the teacher to the student, and the student to the teacher. 2. Class organization control-give full play to the role of teachers as directors and supporting roles. Without a good script, of course, a good program can't be performed, but if there is only a good script, the teacher can't direct kung fu in class, and it won't have good results. The leading role of teachers is also reflected in the organization of classroom teaching. Teachers should organize teaching in the traditional classroom and the new curriculum reform. Teachers should not only pay attention to knowledge and ability, but also pay attention to students' living conditions and spiritual growth, which is reflected in students' expressions, pronunciation and intonation, and body movements in class. In the new curriculum reform, the organizational control of teachers' classroom is embodied in the words "stare, observe and follow". The so-called "stare" first pays attention to learning objectives and learning tasks; The so-called "view" is about students' learning state and learning process; The so-called "tracking" means tracking progress, tracking benefits and tracking development. The teacher should change from the leading role to the director, and from the stage to the stage, the host should become a supporting role, let go and never give up, make way and never be absent. Teachers should fully trust students and let them learn, think, question, cooperate, discuss and improve themselves. Believing in students, liberating students, mobilizing students, using students and developing students are teachers' ethics. It is necessary to "give the study to the students and leave the responsibility to yourself". The teacher's "letting go" in the classroom can also be understood as "listening to politics", which is dominated by the "four masters" in the classroom, namely, learning plan orientation, learning initiative, problem main line and activity main axis. In this process, teachers should learn to be "motivators" and use motivational language as much as possible, such as "Try your skills, you are the best", "Go ahead and you will pass the exam" and "Let's see which group has more methods". 3, the key issue of inspiration-to achieve the "three stresses and three stresses" teachers can not take up classroom time to perform arbitrarily, can not "occupy the nest", learning time and space should be returned to students. Teachers only play the role of "pointing" and "guiding" in an efficient classroom, and should "disappear" in the classroom, become the pusher of students' development and become the "torchbearer" who ignites students. Teachers are not forbidden to speak in class, but they must also speak. It is not easy to know "don't say", and it is the hardest to know what to say and what not to say. It is wrong to "speak improperly and not speak", and it is dereliction of duty to "speak and not speak". It depends on whether to serve learning, instill or inspire, teach or induce, inform the conclusion or sort out ideas. Good teachers can generally "teach without teaching". Teachers' leading role is also reflected in classroom teaching, which requires teachers to be very clear about what to say, where to teach, when to teach and what to teach (error-prone knowledge points, confusing knowledge points, methods, rules, knowledge structure, precautions, expansion, etc. ), and be able to ask the right questions in the right way at the right time to produce the right results. When you know where the students' problems are and you can't solve them by yourself through hard work; Or students "suspected" to solve the problem, but there are still problems; Even when there are more and more meaningful questions hidden behind students' questions, you should of course "do it when you should" to correct, point out, ask, guide, extend, expand, summarize and improve. When students can't ask questions, teachers should ask questions; When students' discussion deviates from the subject, teachers should guide them in time; When students' comments are not in place, teachers should focus on comments so that students can know what to do well and what not to do. The key to the new classroom lies in the teacher's "skills": whether you can grasp the core, center and center of gravity in a limited time, solve the key points, difficulties and doubts, "defeat the enemy with one move" and "win with acupuncture at the highest level of martial arts"! "Point" should play the role of "finishing touch" and "turning stone into gold", and "dialing" should achieve the purpose of "seeing the sun through the clouds" and "bringing order out of chaos". The teaching language should be concise, straight to the point and to the point. Teaching focuses on "learning" and the key lies in "speaking", that is, "three stresses and three stresses" "three stresses": easy to mix, easy to make mistakes and easy to leak; "Three Don't Talk": Students don't talk about what they have learned, what they can learn and what they can't learn. "Three stresses and three stresses" is the end of "full house irrigation". To achieve "three stresses and three stresses", we must adhere to the principle of "seven concessions" in class: let students ask questions, analyze mistakes, distinguish right from wrong, compare similarities and differences, evaluate good and bad, think about ideas and find methods. 4. Guiding learning evaluation-evaluating teaching by learning and promoting teaching by learning are also reflected in the guidance of classroom teaching evaluation. The evaluation concept of the new classroom is not to see how wonderful the teacher speaks, but to see whether the students take the initiative to learn. Classroom teaching evaluation guides teachers' teaching from evaluating teaching to evaluating students' learning, that is, how teachers teach depends on how students learn. Rebuilding classroom teaching evaluation from this perspective is an important aspect of promoting classroom teaching reform. We should understand that teaching students to learn is more important than imparting knowledge, and students' learning is more important than teachers' teaching. It is necessary to "evaluate teaching by learning, determine teaching by learning and promote teaching by learning" and construct a new evaluation standard: the class that students can learn is a good class, and the teacher that students can learn is a good teacher. Dulangkou Middle School used to evaluate the classroom by such standards: the classroom atmosphere requires harmony and democracy, students dare to ask and speak, dare to climb the blackboard and dare to discuss under the table, forming a proactive and scrambling atmosphere, and students read, speak, discuss, evaluate and write throughout. Don't concentrate on reciting answers, do exercises. The classroom should be expanded, excavated and improved, and the ability should be cultivated. There are many student activities, high density, everyone's share, high classroom efficiency, good effect and high success rate. It can be seen that such evaluation criteria focus on evaluating students' learning. Classroom evaluation expects students' ability, that is, whether students can ask questions, teach themselves, show, listen, evaluate, ask questions, discuss, summarize, everyone participate, have successful experience and truly develop their own ability. This evaluation will guide the formation of new classrooms. In short, in an efficient classroom, to give full play to the leading role of teachers, we should pay attention to mobilizing students' initiative in learning, cultivating students' meaningful learning, guiding with the goal of cultivating students' learning ability and improving students' thinking ability, grasping the opportunity of "guiding" and mastering the methods of "guiding" in order to achieve the purpose of optimizing mathematics teaching. In fact, teachers' guidance to students can run through all aspects of teaching, and the guidance should pay close attention to the development of each student and truly become the guide, organizer and collaborator of students' learning.