Abstract: There is a prominent problem in classroom teaching, that is, high consumption and low efficiency of teaching, that is, it is difficult for students to learn and teachers to teach. Exploring "effective classroom" teaching will become the necessity of education, which poses new challenges to teachers' educational ideas and teaching methods. Effective classroom teaching under the new concept should be a dance of "perception" and "dialogue". Qi Fei: Passion and wisdom. Because here, students' spirituality can be generated and their potential understanding can be awakened; Because here, a small seed will also break through the ground and grow into a towering tree; Because here, what we have is gentle breeze and drizzle, full of spring! Only in this way can we achieve ourselves and students.

Keywords: effective classroom of mathematics teaching

The interactive classroom between teachers and students is an interactive stage for teachers and students to communicate, talk, communicate and explore knowledge, and a place for students to explore knowledge and gain development. The Outline of Basic Education Curriculum Reform (Trial) points out: "Teachers should actively interact with students and develop together in the teaching process. We should deal with the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and autonomy, guide students to question, investigate and explore, learn in practice, and promote students to learn actively and individually under the guidance of teachers. "The interaction between teachers and students in the classroom is the main position for us to carry out primary school mathematics classroom teaching and the main channel for building a life classroom. In practice, we should deal with the relationship between form and substance in interaction and build a relaxed and harmonious mathematics classroom. Then, how to implement effective teacher-student interaction in primary school mathematics classroom teaching, so that teacher-student interaction can promote students' mathematics learning? Talk about personal understanding through my years of teaching practice.

1. Establish a new democratic and equal relationship between teachers and students. In mathematics classroom teaching activities, teachers and students are both independent individuals and people with independent personality values. They are equal in personality, which is the basic premise of interaction, communication and cooperation between teachers and students. However, the real interaction between teachers and students in the classroom will not happen naturally, it depends on the basis of equality, respect and understanding between teachers and students. To realize the interaction between teachers and students, teachers should first build a democratic, equal and harmonious relationship between teachers and students. Teachers should completely abandon the traditional consciousness of "teachers are the most important", give students full respect and let respect enter the classroom. Only when teachers respect students' individual characteristics and teach democratically can students study in a harmonious, tolerant and relaxed mental state, thus forming a real "learning unity" between teachers and students. For example, when talking about "cylinder and ball", let the students discuss: "Is it a ball that can roll?" A classmate said, "Not necessarily, the cylinder will roll." At this time, the teacher did not easily explain his point of view. After the students continue to think, the teacher guides the situation and draws the conclusion that it is not necessarily the ball that can roll. Cylinders and balls have one thing in common, they are both rolling. Teachers respect students' self-esteem according to the above treatment, and don't do everything instead of students' own learning. Students draw conclusions from practice and form an unrestrained, equal and harmonious teaching atmosphere.

Second, it is necessary to clarify the goal of interaction and enhance the effectiveness of interaction. It is necessary to attach importance to the role of interaction in classroom teaching, but interaction must pay attention to effectiveness. Students are the main body of interactive teaching, so some teachers equate interactive teaching with the dialogue between teachers and students, and understand interaction as "integration" with students, so that students can discuss and play in classroom teaching. At the same time, students are very interested in such relaxed "learning" and have high enthusiasm, so the classroom atmosphere is quite lively, well organized and communicative. But students are not very clear about what they should learn and what they should learn. Many students don't know much about the relevant knowledge and conclusions after class, let alone think actively, and the goal of classroom design has not been achieved. This not only failed to implement the spirit of the new curriculum reform, but also failed to achieve the goal of mastering "double basics" in the traditional classroom, which can be said to be not worth the candle. For another example, when implementing cooperative learning, some teachers do not consider whether it is necessary or not, nor do they make adequate preparations. They casually let the students in the front and back rows sit together to discuss their studies. This kind of cooperative learning does not put autonomous learning in the first place, and cooperative communication is behind. On the surface, it seems lively, but in essence it doesn't touch students' thinking much. This is just a discussion. These teaching interactions are all in the name of teaching interaction, which is not realistic. They only appear in the form of interaction, ignoring the content of interaction, so the purpose of such teaching interaction is not clear enough. Therefore, a clear interaction goal is the premise of effective interaction. In classroom teaching, we should start from the determined teaching objectives, think about effective interactive strategies, and realize specific teaching objectives through interactive communication among teaching subjects. Effective teacher-student interaction should have the characteristics of "experiencing" the occurrence and development of knowledge. Modern teaching view holds that learning is not just about learning knowledge and mastering skills. Learning is a process of knowledge formation and development with the knowledge learning process as the carrier. Mathematics curriculum standard points out that process and method are also the main contents of students' learning. For example, in the teaching of "understanding decimeter, centimeter and millimeter", students can be effectively guided to experience the understanding of the progress rate between length units. I asked the students to put the interested chalk, tapes, magnetic cards and other items collected before class on the table for measurement. Students feedback after independent operation: "What is the project you measured? How long? " Students expressed their opinions one after another, and some said, "I measured the length of chalk, not only 7 cm, but also 2 mm." "I measured the length of the tape box as 1 1 cm." "How did you measure it?" "I aim one end of the chalk at 0, and then I can see where the other end is." I continued to ask, "What do you think?" "Big represents 1 cm, and small represents one millimeter. There are seven big squares and two small squares. " The other students applauded in agreement. Then other students showed that the teacher guided him to explain the process of quantity, and then continued to guide: "It seems that everyone knows these two new friends. Can you find out the relationship between them?" Students give feedback after exchange and discussion. Some said, "They are all units of length." Some said, "One centimeter is10mm." "Where did you see it?" Teachers guide students to explore new knowledge and demonstrate with the help of projectors: "One big grid is 1cm, and the other is1mm.. A large cell has 10 cells, so one centimeter has 10 mm. Thirdly, creating effective and interactive interest in teaching situation is the psychological tendency of primary school students to actively participate in learning activities, which is the internal motivation to promote their learning activities. In teaching, teachers should be good at grasping the "points of interest" in students' learning process and make them the necessary driving force for effective interaction between teachers and students. In addition, the creation of harmonious and effective teaching situations by teachers can also promote the internalization of students' knowledge and emotions and realize the effective interaction between teachers and students. For example, in the teaching of triangle understanding, the teacher designed such an interactive learning process. The teacher said, "We already know triangles. We know that triangles can be divided into acute triangles, right triangles and obtuse triangles according to different angles. Now can you guess what triangle the teacher is holding? "At this time, the teacher presents a triangle, most of which is blocked, only showing a corner. Some students said, "I guess it's an acute triangle, because I see an acute angle, and I guess the other two may be acute angles." "Some students said," I guess it's an obtuse triangle. Although what I see is an acute angle, the other two may be acute angles and the other one is an obtuse angle. "... the students argue endlessly, each with its own reasons. Students are very interested in this link, and their enthusiasm for participation is quite high. Because the activity of "guessing" is not only helpful to enliven the classroom and stimulate students' interest in learning, but also in the process of "guessing", students should not only say what triangle it is, but also explain the reasons. This process undoubtedly deepens the understanding of the characteristics of acute triangle, right triangle and obtuse triangle. This kind of teacher-student interaction is really effective.

Fourth, the use of effective interactive strategies to promote dynamic generation is a vivid summary of the teaching process, and it is a revision and development of the presuppositions, plans and regulations that we emphasized in the past teaching process. A real and effective teaching process must be a process of active interaction and dynamic generation between teachers and students. Our teachers should be good at using various effective interactive strategies to promote the dynamic generation of mathematics classroom teaching. In the process of mathematics teaching practice, teachers and students interact around the teaching content, inspiring each other, infecting each other and promoting each other, thus stimulating students' desire for knowledge, opening the floodgate of emotion and igniting the spark of thinking. At this time, the interactive dialogue between teachers and students can prompt and produce many teaching opportunities. Teachers should be good at grasping and using it to make the classroom full of vitality. For example, when the teacher was teaching a lesson on triangle area calculation, the teacher asked, "Do you want to know the calculation method of triangle area?" Suddenly, a student stood up: "I know, triangle area = base × height ÷2" Teacher: "How do you know?" Health: "I read it in a book." Teacher: "So how is the formula for calculating the triangle area derived?" Health: "I know, I cut out a parallelogram along the diagonal and divided it into two triangles with the same base and height, and the area of each triangle is half that of the parallelogram." Teacher: "Then do you know why you should cut along the diagonal instead of along the diagonal?" The student shook his head. Teacher: "Never mind, let's try it together." At this time, the class is active again, and the students are making new explorations. In this way, the teaching that originally allowed students to explore conclusions has become the teaching that allowed students to verify conclusions. Therefore, teachers need to capture and enlarge the dynamically generated resources in classroom teaching. Otherwise, the opportunity is fleeting. Valuable information resources should be brought into the category of classroom site design in time, regulated in time, fully utilized, classroom teaching activated, and effective dynamic classroom generation promoted. To sum up, primary school mathematics classroom teaching is an interactive process between teachers and students. Teacher-student interaction is not a formal busyness. Effective teacher-student interaction can guide students to acquire knowledge, improve their ability, think positively and explore ways to solve problems. In order to realize the effective interaction between teachers and students, in the final analysis, it is necessary to change the "full-hall irrigation" injection teaching and let students become the real masters of the classroom. Therefore, only by turning the teacher's "one-man show" into a "symphony" between teachers and students and making interaction the main theme can teachers and students teach and learn better in the process of harmonious cooperation.

First, create an equal and harmonious teaching environment. Authoritative teacher-student relationship regards the representative of social or educational influence (teacher) as the absolute dominator of the teaching process. Students are like lambs under supervision. They have no independent personality and can't see the inner needs of students. They emphasize the dignity of teachers and ask students to obey and obey. Students often have a sense of defense and even fear of teachers. Classroom teaching has become a process in which teachers output information in one direction and students participate passively. The relationship between teachers and students is alienated or even antagonistic, the classroom atmosphere is dull and the teaching effect is poor. This kind of activity is often passive and rigid, and the students' reaction is negative and even contradictory.

Effective teacher-student interaction requires teachers to change their roles. In the teaching process, we should always reflect students' dominant position and give full play to their enthusiasm and initiative in the learning process. Teachers should be creators of good interaction environment between teachers and students, providers of communication opportunities, organizers of positive interaction between teachers and students, supporters, helpers, directors and promoters of students' development. Because the role and influence of teachers on students can only have a positive effect through students' active participation and response. Teachers should establish the concept of "all for students", respect students, serve their development in an all-round way, stimulate students' "learning" through teachers' "teaching" and highlight students' dominant position in learning.

Mathematics curriculum standard emphasizes: "Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning." This requires teachers to change the traditional mathematics teaching mode and broaden students' space in mathematics teaching activities; We should change from imparting knowledge to promoting students' development; We must change from the dominator of classroom space to the organizer, guide and collaborator of classroom learning activities. Establish an equal, understanding, two-way and equal-value relationship between teachers and students, regardless of rank, strength or weakness. It emphasizes the interaction and reciprocal communication between teachers and students, that is, dialogue, participation and mutual construction. It is not only a teaching activity, but also an educational situation and spiritual atmosphere that permeates between teachers and students. For students, communication means the opening of mind, the prominence of subjectivity, the display of personality and the liberation of creativity. For teachers, communication means not imparting knowledge in class, but sharing understanding together. Class is not meaningless sacrifice and time consumption, but a process of life activities, professional growth and self-realization. When teachers inject interpersonal factors such as equality, freedom, democracy, respect, trust, understanding, tolerance and care into the classroom, they will constantly experience brand-new experiences: students are "moving", life is full of vitality, and a good classroom atmosphere has brought brand-new changes to classroom teaching. Teachers change from managers to guides and from teachers to promoters; Students have changed from recipients to subjects, and the change of roles has made bilateral activities in the classroom active, and the teaching has achieved good results.

Second, develop teaching strategies of teacher-student interaction to promote the formation of teaching interaction.

1, creating problem situations In traditional classroom teaching, students are regarded as containers, and the phenomenon of talking indiscriminately and talking to the end exists objectively. There is no serious analysis of teaching materials and prediction before teaching. Some students with poor foundation can't keep up, and the development of some advanced students is restrained, which makes students unwilling to move in class. On the other hand, the teaching environment is closed. Students are confined to the classroom, and the standard answer of reference books is respect, the activity space and thinking space are closed, and the vision is narrow, which leads to the inability of teachers and students to interact. Creating specific problem situations can stimulate students' interest in learning and make them actively participate in the teaching process. To realize teaching interaction, we should pay attention to the following points in problem design: the problem should be "precise" and typical; Questions should be "clever" and deepen the theme; The problem should be "new", which can inspire students to observe and analyze from a new angle; Questions should be "vivid", and the appropriate openness of answers can guide students' thinking divergence. For example, when teaching the understanding of triangle classification, I designed it like this: "We know triangles, and triangles can be divided into acute triangles, right triangles and obtuse triangles according to different angles. Now can you guess what triangle the teacher is holding? " At this time, the teacher presents a triangle that is mostly blocked and only shows one angle. Some students said, "I guess it's an acute triangle, because what I see is an acute angle, and I guess the other one is also an acute angle." Some students said, "I guess it's an obtuse triangle." What I see is that although it is an acute angle, the other two may be acute and obtuse. " Some students said, "I guess it's a right triangle." Two invisible angles, one may be acute and the other may be right angle. " ..... Students argue endlessly, each with its own reasons. Students are very interested in this link, and their enthusiasm for participation is quite high. The activities of "guessing" not only enliven the classroom and stimulate students' interest in learning, but also deepen students' understanding of the characteristics of acute triangle, right triangle and obtuse triangle. This kind of teacher-student interaction is really effective.

2, the implementation of scientific questions, and strive to design questions and organize teaching according to the characteristics of students. In content, it is the fusion of old and new knowledge, and students must think carefully to get it. In terms of difficulty, it should be located in the "nearest development zone" of students, and in terms of methods, it should be gradual, from shallow to deep; The object should be oriented to all and arouse the enthusiasm of most students. It also varies from person to person. We should be familiar with and understand students' strengths, try to design targeted questions, and help students of all types and levels to participate in learning activities. For students who are good at thinking in images, Bibi is clever; For students who are good at logical thinking, divide them into sections; Curious and active students, stimulate interest; Students who are good at observation are introduced through intuitive teaching and experimental questions. For example, in the teaching of "addition of 9 plus several", it is not difficult to get the calculation result. Many students will learn to calculate, but there will be some difficulties in understanding calculation. Students often "know what it is but don't know why". Obviously, guiding students to explore and understand "9 plus several arithmetic and developing students' thinking ability" is the focus of this lesson. I designed the following interactive process: teachers and students are listed in the same formula: 9+8. Then the teacher asked: What about the result? "Many students say 17. The teacher continued to ask, "Then why is 9+8 equal to 17? What do you think? " ? Can you tell the students who don't know? "Students began to look for ways and means to prove their answers. At this time, the teacher guides students to show different ways of thinking through interaction, which can be oral expression or stick operation. The process of stick operation is an important process for students to intuitively understand arithmetic, which can be drawn naturally in the process of teacher-student interaction. Here, teachers use students' "half-knowledge" to set challenging questions, interact with students effectively, and help students understand and master what they have learned.

3. According to students' existing knowledge and experience, let students operate and experience.

According to students' existing knowledge and experience, exploring new knowledge, solving new problems and experiencing the connection between old and new knowledge can continuously improve students' problem-solving ability and innovative consciousness. Teachers should fully provide clues to the interaction between teachers and students according to the students' reality and help students explore. For example, in the teaching of "knowing decimeter, centimeter and millimeter". I asked the students to put the collected items on the table first, including chalk, school cards, tape boxes and so on. Then ask the students to measure the length of the items they are interested in. The students began to operate independently, and after the completion, they gave feedback to the teacher: "What is the length of the item you measured?" Students expressed their opinions one after another, and some said, "I measured the length of chalk, which is more than 7 cm and 2 mm." "I measured that the length of the tape box is 1 1 cm." I smiled and asked, "How did you measure it?" The child replied, "I aim one end of the chalk at 0 to see where the other end is." I continued to ask, "What do you think?" The student said, "The big grid stands for 1 cm and the small grid stands for 1 mm ... There are seven big squares and two small squares." 90% of the students applauded in agreement. Then the second student showed that he measured the length of the tape measure box. I also guided him to explain the process of quantity. On the basis of many students' statements, I further guide students to find the relationship between them. After discussion, some students said, "They are all units of length." Some said, "One centimeter has10mm." "Where did you see it?" With the help of projection demonstration, students introduce: "A large grid is L cm and a small grid is L mm". A large cell has 10 cells, so one centimeter has 10 mm. "In this link, the process of teacher-student interaction not only shows students' cognitive level of experience, but also cuts into the understanding of the relationship between centimeters and millimeters, and goes through the process of perception and understanding of 1cm = 10mm.

Third, build an interactive teaching mechanism to escort interactive teaching.

1, competition mechanism

Students can be divided into several groups. According to students' participation and answering questions, students can choose the best group to stimulate students' interest in participation.

2. Cooperation mechanism

Let the students discuss, participate and even explain to each other.

In a word, teacher-student interaction is an indispensable way of mathematics teaching in primary schools. To really implement it, the effective strategy is that teachers should not only attach importance to concepts, but also deal with the relationship between form and substance in practical interaction, guide the communication process with students with an equal view of teachers and students, and build a teaching method of teacher-student interaction through equal dialogue between teachers and students.