Suhomlinski, a famous educator, said: "If teachers are eager to impart knowledge without trying to make students feel high and excited, then this kind of knowledge will make people feel indifferent and make emotional mental work tired." Therefore, every class should pay attention to stimulate students' interest, especially to introduce art into the classroom. According to students' age characteristics, knowledge reserves and hobbies, we should create a pleasant teaching situation for students through dialogues, games, storytelling, riddles and competitions, so that students can enter classroom teaching easily and happily. Practice class is no exception. Effective teaching situation can awaken students and make them willing to actively participate and explore independently. Interest is the best teacher. Students have a lasting interest in mathematics, they will always be in an active and exciting learning state, and any learning activities related to mathematics will be pleasant.

Second, lay a solid foundation, strengthen skills and expand moderately.

First of all, the practice class should be foundation-oriented, so that the new basic knowledge learned can be consolidated in time and the most basic ability can be formed. Inspired by meaningful practice situations, through brain, mouth, hands-on, cooperation and communication, students are guided to review and sort out the new knowledge and methods in the basic practice questions, and the key points and attention points of the basic knowledge content are clarified to prepare for the specific exercises in the future. Then practice the basic ability according to the arrangement of knowledge points.

In practice, teachers should follow the principle of teaching students in accordance with their aptitude, face all students, highlight the key points of practice, lay a solid foundation, strengthen each student's skills, and let each student feel successful. Secondly, the practice class should strengthen students' ability to discriminate and question new knowledge. When organizing exercises, teachers should play the roles of organizers, instructors and guides. Through the analysis of some comparative topics, students can clearly understand the nature of new knowledge in comparison and enhance their discrimination ability. Through the independent exploration of some topics, let students use the existing methods to summarize their unique findings abstractly; Through frequent communication and dialogue between teachers and students, we can gradually improve our understanding of what we have learned.

In this process, we should strive to let students think independently, question boldly, explore independently and communicate fully, so as to develop students' ability. "Mathematics Curriculum Standard" points out that students should be provided with communication opportunities as much as possible in mathematics teaching, so that they can feel other people's thinking methods and processes in their activities, thus changing and improving their cognition. At the same time, expressing one's own thinking process to others is helpful to reflect on one's own cognition, thus achieving the purpose of developing one's personality. Third, the practice class should not only stay at the practical level, but also let students experience the value of mathematics, cultivate application consciousness, expand students' thinking, cultivate students' good thinking quality, improve their thinking level and extend and sublimate their knowledge. Suhomlinski once said: "Teaching students to acquire new knowledge with the help of existing knowledge is the highest teaching skill". Therefore, the practice class should also spend the main time on solving problems, focusing on constantly helping students understand and acquire mathematical thinking methods.

Third, the purpose of the exercise should be clear, the forms should be diversified, and the evaluation should be diversified.

First of all, the purpose of the exercise should be clear. In view of students' weak knowledge, it is necessary to highlight the key points of practice in each class, that is, what problems are mainly solved in this class, so as to be targeted. Secondly, the forms of practice should be flexible and diverse. It is necessary to highlight students' dominant position and guide students to want to learn, be willing to learn and be willing to learn with various questions and methods. Try to avoid single and repeated mechanical exercises without clear requirements. Third, the evaluation should be diversified. The purpose of evaluation is for the development of students. Language evaluation is the most direct way for teachers to express themselves. The evaluation of students should be objective, reasonable and appropriate. We should pay more attention to students' emotions, attitudes and values, and avoid false and cheap praise and long-term material rewards. German educator Dostoevsky once said: "The art of teaching is not only to impart skills, but more importantly, to be good at inspiring, awakening and inspiring". The evaluation of students should be more encouraging, less criticizing, more tolerant and less blaming. Only in this way can we create a relaxed and harmonious learning environment and establish a high-quality and efficient classroom.

Fourth, pay attention to the feedback of teaching process and constantly adjust teaching strategies.

Teaching feedback mainly means that in the teaching process, teachers should always analyze the feedback of students in the process of mastering knowledge and skills, take timely adjustment measures, and intervene in the later teaching process to ensure the best teaching effect. Teachers must correctly grasp the timeliness, hierarchy and diversity of feedback while relying on feedback information, taking optimal measures, carrying out optimal regulation and achieving optimal results. Only in this way can the feedback benefit be improved and the teaching process be optimized. If the real-time feedback in class is inconsistent with the preset, the original teaching strategies should be adjusted immediately to meet the needs of students' actual cognitive development, so as to win the optimization of classroom benefits.