The new round of basic education curriculum reform shows great vitality with its unique charm. Entering the new mathematics curriculum, our classroom teaching has also undergone earth-shaking changes. In the past, "teachers ask questions and students answer" has become "speaking freely", "immobility" has become "free activity", "teachers talk and listen" has become "independent exploration". Students' personality has been publicized and the teaching atmosphere is extremely active. Classroom teaching is the main position for teachers to carry out teaching activities and the main channel for students to acquire knowledge. Improving classroom teaching efficiency is the goal that every teacher pursues unremittingly. With the development and progress of society, the deepening of curriculum reform, and the ardent expectations of society and parents for schools, it is the responsibility of every teacher to strive to improve the efficiency of classroom teaching, which is a heavy burden on every teacher's shoulders and an eternal topic. To improve the efficiency of classroom teaching, we must first improve the effectiveness of classroom teaching. So, how to improve the effectiveness of primary school mathematics classroom teaching?

First, create scenarios to stimulate interest and provide space for active exploration. Many educators have discussed that there should be a good learning atmosphere in teaching. Locke, a British educator, pointed out: You can't write flat words on a tactical mind just as you can't write flat words on a vibrating piece of paper. This shows that learning atmosphere directly affects learning effect. In teaching, only by creating conditions and providing students with space for active participation can the learning effect be enhanced. For example, when I was teaching statistics to a class, I designed an elephant birthday scene. Elephants are students' favorite animals, and having a birthday is something that every child is familiar with, so that students' enthusiasm can be aroused at once, and teaching can get twice the result with half the effort.

Second, use problem-based teaching to stimulate students' learning motivation and desire. The so-called question-based teaching is a teaching method that takes questions as the carrier and runs through the teaching process, so that students can cultivate their motivation and desire for autonomous learning in the process of setting and explaining questions, and then gradually develop the habit of autonomous learning, constantly optimize the process and methods of autonomous learning in practice and improve their autonomous learning ability. Problem-based teaching method fully embodies students' dominant position and can effectively stimulate students' initiative and enthusiasm in autonomous learning. Einstein once said, "It is more important to ask questions than to solve them." People who love to ask questions are often positive thinking and creative people. Therefore, teachers should always pay attention to the hidden "discovery" factors in teaching materials, create situations that enable students to actively discover problems and ask questions, inspire students to discover problems and explore knowledge themselves, and make the teaching process revolve around the problems in learning. Curiosity about the problem urges students to trigger internal needs, try, explore and feel independently, so as to naturally understand the nature of the problem. The discovery of problems not only makes the classroom shine with sparks of inquiry and innovation, but also makes students enter a deep stage of learning and exploration. In the process of self-reading, self-questioning, since the enlightenment and self-explanation, students initially experience the joy of trying to explore the success of learning, thus stimulating their internal driving force for further learning and completing the transition of "asking me to learn". For example, after the elephant's birthday scene is created, students are guided to ask questions from the birthday scene and then solve the problems, so as to realize the teaching goal step by step.

Thirdly, there are various forms to cultivate students' confidence in autonomous learning. Curriculum reform has just begun. Nowadays, students at school have been "embraced" in their years of study career. They are used to the mode of "you speak, I listen" and the mode of "passive learning" and "others learn". They dare not and are not good at finding problems, dare not believe that they are "masters of learning", do not know how to monitor their cognitive activities and make corresponding adjustments during the learning process, and do not know how to formulate their own learning strategies. Their originality is obviously lacking. Therefore, teachers should cultivate students' confidence and innovative spirit in autonomous learning through various forms in teaching. This is a key step to the success of autonomous learning. Encouraging, inspiring and guiding students to solve problems in different ways from different angles not only enlivens students' thinking, but also broadens students' thinking. At the same time, it also promotes students to develop the habit of being good at seeking differences, thus cultivating students' innovative ability and students' confidence in autonomous learning. In teaching, through the changes of thinking angle, thinking method and problem design, we can provide diversified knowledge information, create diversified thinking environment, connect multi-directional problem-solving ideas, and ignite the innovation fire of "learning" with the innovation fire of "teaching", thus promoting the deepening of understanding and knowledge transmission, improving the flexibility and broadness of students' thinking, and guiding students to make bold self-adjustment and corresponding adjustment according to their own actual situation.

Fourthly, induce thinking to guide learning and pay attention to the attempt of independent inquiry. Autonomous learning is active and independent learning, it is not laissez-faire learning, nor is it free and loose learning. In classroom teaching, teachers should carefully plan, guide students to participate and determine meaningful learning goals, make their own learning progress and participate in the design of evaluation indicators; Use appropriate means to induce students' learning ideas and encourage students to boldly discover and explore. For this reason, teachers don't need to rush to "get started", that is, directly "tell the whole story", but should induce students' thinking, inspire students to think independently, activate students' whole cognitive system, and introduce students' initial interest buds into the stage of actively exploring and understanding new knowledge.

V. Establish cooperative groups and provide active partners. In the process of classroom teaching, after each student has clearly discussed the contents and requirements, it can adopt the form of group discussion, with 4-6 students as a group as the standard, and assign students with different learning abilities, learning attitudes, learning interests, gender and individuals to the same group, and then give the group members a special identity and a special responsibility, so that students can learn from each other, help each other and improve together. When the whole class is divided into groups, the teacher cares about the discussion of each group and focuses on participating in the discussion of one or two groups. Through group help and discussion, students not only have a deeper understanding of the text content, but also fully reflect the autonomy of learning. After the group discussion, students are enthusiastic, so teachers should seize the opportunity to make use of the situation and communicate with each other. Let students speak freely, express their views, show themselves, affirm their unique views and encourage students to debate with each other. Through discussion and demonstration, students can communicate with each other in the process of absorbing information, learn from each other's strong points, and enhance their awareness of actively participating in evaluation and cooperative problem solving. This form of communication is an encouragement and affirmation to students with strong information absorption ability; It is an inspiration and help for students with weak information absorption ability. When students learn the methods of learning, they will certainly learn more, enjoy learning more and have more confidence in learning.

In short, the effectiveness of classroom teaching is what most teachers pursue. Effective classroom is an idea, a value pursuit and a teaching practice model. I hope that with my own thinking and communication, more teachers will pay attention to and explore this issue.