With the in-depth development of education and teaching reform, it is increasingly important to strengthen quality education and improve students' comprehensive ability. Optimizing classroom teaching structure, improving classroom teaching efficiency, maximizing classroom efficiency and improving the quality of 40-minute teaching are important topics that teachers should seriously consider and important tasks of current teaching reform. At present, it is a common problem for primary school students to study overload, and it is not uncommon to regard primary school students as learning machines. This problem has affected the physical and mental health and healthy growth of primary school students, and we educators have to pay enough attention to it. However, how to solve the contradiction between reducing primary school students' learning burden and improving teaching quality? Personally, I think that optimizing the classroom teaching structure and improving the efficiency of classroom teaching are effective ways to solve this problem. How to optimize the classroom teaching structure and improve the efficiency of classroom teaching can be started from the following points. First, prepare lessons carefully and don't attend unprepared classes. In order to optimize the classroom teaching structure and improve the efficiency of classroom teaching, teachers must do a good job in preparing for each class. Every lesson, whether it is a new lesson or a review lesson, should be carefully prepared and thoroughly studied. We should not only prepare teaching materials, but also prepare students, and at the same time do a good job in after-school teaching reflection. ① Preparation of teaching materials: Be familiar with the teaching objectives, grasp the key points and break through the difficulties in the teaching materials. The design of questions should focus on the key and difficult points in teaching and put forward questions in an orderly and effective way. The schedule of each link should be scientific and reasonable. The design of blackboard writing must be clear, standardized and prompt, and not chaotic. The workload design is moderate (the workload is determined according to different grades); (2) Let students be prepared to understand each individual's personality and characteristics, students' family education, students' learning situation and attitude, teach students in accordance with their aptitude, and put forward requirements at different levels. These two points are well done. Only when the class begins can we do one thing at a time, do not waste a minute, and maximize the efficiency of the 40-minute class. ③ Do a good job in after-class teaching reflection. Teaching reflection is the reflection and promotion of teachers' own teaching behavior. Through teaching reflection, we can sum up our own advantages and disadvantages in the teaching process, adjust teaching methods in time, and make more preparations for the next class. Second, optimize the classroom teaching structure and require 40 minutes of quality. The structure of classroom teaching is composed of many teaching links. There are the first teaching link, the second teaching link and the second teaching link. In the teaching process, teachers must grasp the main links, optimize the classroom teaching structure, and require 40 minutes of quality. Now use an example of elementary school mathematics to demonstrate. 1, pre-class training (3-5 minutes) Pre-class training includes two aspects: ① basic training. For example, teaching junior high school mathematics, addition and subtraction within 20, multiplication and corresponding division in the table, and adding and subtracting two digits into ten are the basis of four operations in primary school mathematics, which requires students to blurt out, which requires long-term training. Teachers can train students in the form of visual calculation, listening calculation and oral calculation in two or three minutes at the beginning of each class, combined with teaching materials. Such basic training can greatly improve students' oral calculation ability, save calculation time and improve calculation accuracy. Lay a solid foundation for the next stage of learning four calculations. ② Review the old lessons. "Review the past and gain new knowledge", so as to achieve new knowledge through review and knowledge transfer. The primary school mathematics textbook is very systematic, and the initial textbook is the basis of the subsequent textbooks and the development of the initial textbook. Therefore, before class, we should review relevant old knowledge according to the needs of learning new lessons, pave the way for learning new lessons and prepare for the introduction of new knowledge. In this way, students' attention will be focused on their studies at the beginning of class, and they will make necessary knowledge preparation for teaching new lessons. For example, teaching the course "Understanding Circle" can make students talk about the characteristics of geometric figures they have learned, such as triangle, rectangle, square, trapezoid and parallelogram. Through comparison and classification, it paves the way for learning to understand the circle. 2. Teaching a new lesson (15-20 minutes) is an important part of a class, and teachers must grasp it. Interest is the best teacher. When teaching a new class, briefly explain the teaching content and its function, stimulate students' interest in learning and desire for knowledge, mobilize students' enthusiasm and initiative in learning, and make students eager to learn new knowledge. For example, teaching the course "Knowing Round Face" can help students judge the teacher's face, and then find round faces among students, which can narrow the distance between teachers and students and greatly stimulate students' interest in learning and thirst for knowledge. ② Guide students to learn to teach themselves. Students' self-study of textbook knowledge is an important way to cultivate students' self-study ability and learn learning methods, and an effective way to develop students' intelligence. Teaching learning methods is more important than teaching knowledge. In order to prevent the blindness of students' self-study, teachers ask students to take questions and find out the answers from the books according to the systematic questions in the textbooks before students learn their own textbooks. For example, when teaching one digit divided by multiple digits 1076÷3, two questions can be designed for students to think about before arranging self-study. The first question: Who should the quotient be written on? The second question: Is the remainder greater than the divisor or less than the divisor each time? In this way, it helps students to have a preliminary understanding of the content of new curriculum knowledge, and also helps teachers to master the main points of new curriculum knowledge. (3) the teacher's inspiration. After all, primary school students' self-study ability is limited, and the degree is not the same. Some students understand, some don't understand, and some seem to understand. After the students teach the textbooks by themselves, teachers should collect feedback information according to the questions raised. Don't talk less or less about the problems that students can understand. By pointing out the problems that students can't understand, try to get to the point and pull out the main hazards. For example, in the teaching of "area of a circle", when students do not understand the derivation of the formula for calculating the area of a circle after self-study and hands-on operation, the teacher can suggest that the area of a rectangle = length × width. We put the circle in an approximate rectangle, the length of which is equivalent to the number of the circumference of the circle, and the width of which is equivalent to the what of the circle. After the teacher's explanation, the students' formula for calculating the area of a circle suddenly became clear. ④ Summarize the class. A good class summary is the highlight of a class. After the new lesson is explained, the teacher should guide the students to summarize the learning content of this lesson with examples and formulas, and then guide the students to summarize their own conclusions. If there are imperfections, the teacher will give guidance until it is perfect. It should be noted that teachers should never tell students the conclusion easily without their understanding. For example, in primary school, teachers don't have to teach the definition of a circle, but should guide students to observe, compare and sort it out, so that students can conclude that a circle is a plane figure, a curve or a closed curve, and the distance from the point on the curve to the center of the circle is the same. A conclusion like this must be reached by students through group discussion and then communicated by the whole class. Enable students to deepen their understanding of the essential attributes of the circle. Teachers should not take the place of doing everything. 3. Classroom practice (8- 10 minutes) Classroom practice is a necessary measure for students to deepen their understanding of what they have learned and consolidate their knowledge. Therefore, the design of exercises determines the quality of classroom teaching, and teachers should put classroom exercises and explaining new lessons in the same important position. When preparing lessons, we should consider it comprehensively, and the content, form and quantity of exercises should be fixed in the lesson plan. Then make necessary amendments and supplements according to the problems in the actual teaching process. Teachers should carefully collect the feedback information of students' classroom exercises, grasp the problems existing in their own teaching, and adjust their teaching methods or progress in time. 4. Assign homework (4-5 minutes). According to different grades, the lower grades are generally completed in the classroom, and the knowledge learned is digested in time. Proper assignment of homework in middle and senior grades is conducive to consolidating the knowledge learned. There are three kinds of homework: ① Basic problems (for students with learning difficulties). (2) General questions (for students with moderate academic performance). ③ Improve the question type (let the students who have studied well finish it). Hierarchical requirements enable every student to experience the happiness of success. Of course, the classroom teaching structure and curriculum are not static, and some adjustments and modifications can be made according to the content of teaching materials and the types of classes, but the overall framework is unchanged. In this way, the best time is spent on the teaching of new knowledge, basically half the time, half the new teaching tasks are completed, and half the teaching and training time, which not only ensures the teacher's speaking, but also takes care of the students' practice. This kind of classroom teaching structure truly reflects the students' dominant position in learning. It is beneficial to overcome "cramming", reduce students' academic burden, combine teaching with practice, improve classroom teaching efficiency, improve 40-minute teaching quality and improve students' comprehensive ability.