Efficient math classroom teaching is the goal that every math teacher constantly pursues. Especially in the context of the new curriculum, how to construct efficient classroom teaching and improve students' learning efficiency for 45 minutes in class is a very important topic for senior high school teachers. According to my training and study in Northeast Normal University and my teaching experience in recent years, I will talk about my practice in this respect. In the current theory, some people put forward efficient classroom teaching. In fact, efficient classroom teaching is a modern teaching concept, which refers to the teaching activities that teachers pursue higher teaching efficiency and effectiveness by choosing effective teaching strategies under the guidance of student-oriented educational thought. However, due to the differences of teachers' knowledge level, professional ability, classroom control ability and educational environment, the best classroom model needs to be further explored. Whether it is "student-centered, teacher-assisted" cooperative teaching mode or "learning before teaching" teaching mode, its purpose is to change the traditional teaching mode, so that students can truly become the masters of learning, so as to achieve the purpose of reducing students' excessive burden, improving efficiency and efficient classroom. So how to realize efficient teaching in mathematics classroom? First, prepare lessons carefully 1. Clear teaching objectives are the premise of efficient classroom teaching. In order to realize efficient classroom teaching, the goal of mathematics teaching must be clear. Many facts have proved that whether the teaching objectives are set properly directly affects the efficiency of classroom teaching. Teaching objectives are divided into three aspects: cognition, emotion and motor skills. Therefore, when preparing lessons, we should carry out necessary content reorganization around these goals. In mathematics teaching, through the joint efforts of teachers and students, students can achieve their predetermined goals in cognition and so on, thus improving their comprehensive quality. For example, the concept of derivative is the first lesson in the whole chapter of derivative, the basis for further study of mathematics and other natural sciences, and an indispensable tool for learning modern science and technology. Attention should be paid when preparing lessons. Through the teaching of this course, students can fully understand the value of mathematics, further develop their thinking ability, and lay a good foundation for further study of calculus. 2. Teaching process-paying attention to students' effective thinking. Teachers should be good at using various methods in teaching to stimulate students' interest in learning and improve their ability to accept new knowledge. For example, section 2.2 of the second chapter, Conic Curve and Equation, is selected from 1 to 1 in People's Education Edition, and its teaching focus is how to establish the equation of ellipse. In order to emphasize the definition of ellipse, the teacher prepared a cotton thread and two nails in advance. Before giving a strict definition of ellipse in mathematics, the teacher takes two fixed points on the blackboard (the distance between the two points is less than the length of the thin line). After drawing, the teacher takes two fixed points on the blackboard (the distance between the two points is greater than the length of cotton thread), and then asks two students to draw according to the requirements just now. Students sum up experiences and lessons through the process of drawing twice, and teachers use situations to let students sum up the strict definition of ellipse. 3. Appropriate teaching methods are the fundamental guarantee to improve classroom teaching efficiency. Teachers must use teaching methods flexibly if they want to meet the requirements of new curriculum standards. There are many methods of mathematics teaching. For newly taught courses, we often use the teaching method to impart new knowledge to students. In solid geometry, in the process of telling, we often show students geometric models or verify geometric reasoning by demonstration. For example, before the solid geometry class, students are required to make a geometric model of a cube with cardboard, and observe the relative position relationship of each side of the cube, the angle formed by each side and the diagonal, and the diagonal of each side. In this way, when teaching the positional relationship between two straight lines in space, they can be explained intuitively through these geometric models. Of course, now you can also demonstrate with the help of a computer, and you can get better results. Second, create attractive problem situations Teachers should organize teaching by creating effective problem situations for students to ask questions themselves, guide students to actively participate in active exploration, create opportunities for them to use their brains, talk, and solve problems, and cultivate the ability to think independently and solve practical problems through equal exchanges between teachers and students, thus giving full play to students' main role. Advocate "cooperation" and let the classroom unite sincerely. Cooperative learning can meet students' psychological needs, promote their emotional development and give full play to their enthusiasm and initiative. The ways to create effective problem situations are: 1, using fun games or allusions to create problem situations, using fun games in life to create problem situations, stimulating students' interest in learning, arousing students' curiosity, driving students to actively think and have the desire to explore, so that students can actively learn in a relaxed and happy teaching situation and develop their emotional attitude and general ability. 2. Make use of cognitive conflict, create problem situations through students' cognitive conflict, create problem situations, encourage students to think about problems further, open up students' thinking space, and cultivate students' mathematical practice ability. 3. Ask questions in students' cognitive conflicts through suspense to introduce new lessons, thus arousing students' interest in continuous exploration and stimulating students' interest in knowledge and enthusiasm for participation. In fact, the new textbooks used at this stage have such settings in the introduction of each chapter. At the same time, the textbook has added a lot of contents closely related to reality, which provides a broad knowledge platform for math teachers and creates favorable conditions for the new curriculum to attract people to ask questions. 4, with the shape to help the number, the combination of numbers and shapes to determine the situation Hua said: "If the number is small, it will be less intuitive, and if the shape is small, it will be difficult to be nuanced." The combination of numbers and shapes is an important way to learn mathematics, and "helping numbers with shapes" is the main aspect of the combination of numbers and shapes. With the help of the nature of graphics, we can deepen our understanding of concepts, formulas and theorems and appreciate their geometric significance. 5. Starting from reality, setting the situational new curriculum standard in connection with reality points out that "starting from students' existing life experience, let students experience the process of abstracting practical problems into mathematical models and explaining and applying them". Mathematics comes from life and plays a guiding role in life. In mathematics teaching, teachers should ask questions according to the reality of life and production, create practical problem situations, and make students realize the reality of mathematics learning and the value of mathematics knowledge, so as to stimulate students' curiosity more easily. There are many mathematical problems around us, such as bank installment payment, commodity discount, optimization and other economic problems; Municipal construction and environmental protection issues; Current affairs and political news; Planning and decision-making issues; The credibility of advertising and so on. Facing the actual situation, the teacher gave guidance, established a function model according to the given conditions, deepened it step by step, and finally transformed it into inequality to solve the problem. 6. Pay attention to the slope of the problem when setting the problem situation. According to the level of answering questions, ask questions layer by layer, improve the difficulty step by step, and lead students' thinking to the height of knowledge step by step. For example, in the teaching of the positional relationship between a straight line and a conic curve, the following questions are set: given the ellipse C:+= 1, the straight line l:y=ax+b, (1), please give a set of values of a and b to make the straight line l intersect with the ellipse; (2) The relation (3) that A and B should satisfy when the straight line L intersects the ellipse. Setting up three questions in this way can make students' thinking go from shallow to deep and from complex to simple like climbing a ladder, thus stimulating students' thinking, improving their interest in learning and improving classroom efficiency. Third, promote effective interaction between teachers and students. Without interaction and communication, there is no classroom vitality. Efficient classroom mathematics activities precipitate a way of thinking and spirit. However, the training of thinking mode is not effective enough only by teachers' teaching and students' practice. The key lies in effective teacher-student interaction and effective teaching exchange. 1, the change of teachers' role consciousness is the guarantee of effective interaction. Teachers' roles under the new curriculum are organizers, guides and collaborators of students' learning. Facing the new curriculum, teachers must change their roles, make clear their true identity in classroom teaching, pay full attention to the great significance of interaction to students' learning, and handle all kinds of relationships in teaching activities. 2. Equal dialogue and communication are the basis of effective interaction. Successful classroom or successful interaction and cooperation can not be separated from harmonious communication and equal dialogue between teachers and students. Teachers and students not only discuss and communicate through language, but also communicate with each other in the spirit of equality. Through the docking of hearts, the exchange of views, the collision of thinking and the discussion of cooperation, the effectiveness of teacher-student interaction can be promoted. 3. Attention and listening are the necessary conditions for effective classroom interaction. We should not only pay attention to students' knowledge, but also pay attention to their ability, emotion and will. Learning to pay attention is very important for "effective interaction". Listening is a tool for communication and thinking. Teachers' listening can make students actively participate and think independently, and the quality of listening is the guarantee of "effective interaction". Fourth, let modern teaching methods help mathematics teaching. The application of modern multimedia teaching methods has its remarkable characteristics: first, it can effectively increase the class capacity of each class, thus solving the original 45 minutes in 40 minutes; The second is to reduce the workload of teachers writing on the blackboard, so that teachers can have the energy to explain examples in depth and improve the efficiency of explanation; Third, it is intuitive, easy to stimulate students' interest in learning, and conducive to improving students' initiative in learning; Fourth, it is helpful to review and summarize what the whole class has learned. At the end of a class, the teacher guides the students to summarize the content of this class, the key points and difficulties of learning. At the same time, through the projector, the content will jump to the screen in an instant, so that students can further understand and master the content of this lesson. In classroom teaching, there are a lot of contents, such as some geometric figures in solid geometry, some simple but large number of small questions and answers, application questions with a large number of words, summary of chapters in review class, training of multiple-choice questions, etc. Can be done with the help of a projector. In some teaching contents, the computer is used to display the teaching contents vividly and intuitively. For example, the drawing of sine curve and cosine curve and the derivation of pyramid volume formula can all be demonstrated by computer. So as to achieve the teaching effect. Fifth, the implementation of efficient classroom training is an important link in the process of mathematics teaching. It plays the role of monitoring, consolidation and feedback, and is an indispensable key link in teaching. In the teaching process, in order to implement effective classroom training, teachers must pay attention to the choice of topics, and the difficulty should be in line with the students' reality, so that students can do effective questions. Through effective training, students can master the content of classroom teaching, and their understanding of content, knowledge, standardization of process, calculation ability and thinking ability are effectively improved. Effective mathematics classroom training should pay attention to the following aspects: 1. Training should be targeted, and effectively highlight the goals and difficulties. The difficulty and quantity of exercises should be appropriate, representative and inspiring, and we should not engage in sea tactics, so that our teaching can return to the old road. 2. Pay attention to variant exercises. Variant exercises, such as changing one question and solving more problems, can help students understand the essential attributes of things from various forms of expression and different situational changes, so as to understand concepts and methods more comprehensively, accurately and profoundly. In particular, in-depth use of exercises in textbooks can better reflect the value of textbooks. 3. Implement hierarchical training, standardize training difficulty, and promote differential development. Only the training questions with moderate difficulty and in line with the students' "nearest development zone" can make students get the joy of success and the development of personality. In a word, teachers can use various methods and strategies in mathematics classroom teaching, which can activate students' mathematical thinking and achieve the best teaching effect, thus improving teaching quality. Of course, teaching strategies are diverse. As long as we constantly sum up, explore and innovate in practice, we will find better teaching methods. It can make students fully realize the significance of mathematics, alleviate their worries about the boring mathematics, and effectively improve the efficiency of mathematics classroom teaching.