Suhomlinski once said: "If a student doesn't even take a small step on the road to mastering knowledge, it is a useless lesson for him. Ineffective labor is the biggest potential danger faced by every teacher and student. " "Effective classroom" is the unremitting pursuit of our educators.

How to improve the effectiveness of efficient classroom teaching? Under the guidance of the new curriculum reform and educational theory, combined with my own teaching practice and thinking, I think we can try from the following aspects.

(1) Teachers prepare lessons carefully and don't fight unprepared battles.

1. Carefully determine the classroom teaching objectives. The target should be located accurately. Before preparing lessons, teachers should carefully read the textbooks and teachers' books, make clear the three-dimensional objectives of the teaching content and the characteristics of textbook compilation, and formulate practical classroom teaching objectives in combination with students' reality. In the process of classroom teaching, we should have a goal in mind, control the teaching in a targeted way, and constantly guide the classroom to the expected goal.

2. Instructional design should pay attention to students' learning process. Teachers should prepare lessons carefully, which is the premise of building an effective classroom. Only by studying the teaching materials carefully can teachers grasp the key points and difficulties, better organize teaching, rationally arrange teaching contents and choose more suitable teaching methods, so as to be prepared, cope with the changes in the classroom and achieve the teaching objectives more effectively. Preparing lessons should not only prepare teaching materials, but also prepare students. Teachers should pay attention to students' learning foundation and learning state and carefully design students' learning process. It is necessary to fully presuppose which students the teacher needs to grasp in teaching; Which students can achieve their goals only under the guidance or focus of teachers? Our teacher should know well before class, so that our class can be targeted and teach students in accordance with their aptitude.

(2) Carefully organize learning activities.

1. Create an efficient teaching situation and stimulate interest in learning.

Efficient teaching should start with creating a good mathematics learning situation and stimulating students' learning needs. Einstein once said: "Interest is the best teacher, which always exceeds the sense of responsibility". The content of the new textbook is close to the students' reality, and some problems in life are often introduced into the classroom. However, the textbook is for all students after all. Due to the different situations in different places and schools, students' knowledge level, hobbies and concerns are different, so it is difficult for textbooks to attract all students. Therefore, teachers should adapt the scenes given in the book according to the actual situation of students in teaching, so as to make them close to the lives of the students they teach, thus stimulating their learning.

2. Organize an efficient inquiry learning process. Inquiry learning refers to a form of learning activities in which students discover, ask, analyze and solve problems by themselves through autonomous learning and cooperative discussion under the guidance of teachers according to their personal knowledge accumulation and life experience.

As a math teacher, we should pay attention to the following points when organizing students to carry out inquiry learning activities:

(1) Strengthen the sense of goal. The key to developing inquiry learning is to have a clear inquiry goal. Before teaching, teachers should be clear about the objectives, results and execution forms of inquiry activities, and use scientific and flexible inquiry methods to trigger students' needs with the connection or conflict between old and new knowledge, so as to carry out meaningful and valuable inquiry and ensure that inquiry activities receive good results.

(2) Grasp the starting point of students' learning, carefully select and explore questions in combination with the teaching content. Let students carry out inquiry learning, the purpose of which is to encourage students to actively find and solve problems through their own independent attempts, experiences, practices and innovations. The realization of this goal is based on valuable, targeted, focused and planned exploration. Judging from the characteristics of classroom teaching, I think the content of classroom inquiry should not be too much. Starting from the characteristics of teaching content and students' cognitive rules, we should choose the most meaningful and promoting questions for students' development.

(3) Provide exploration space, give timely guidance and ensure the exploration effect. Student-centered is the basic feature of inquiry teaching. Teachers should be positioned as organizers, guides and collaborators. The purpose of orientation is to provide timely, effective and necessary guidance and help for students. When students are not sure about the "mathematical conjecture" drawn by themselves or their peers, ask questions and help them seek to verify the evidence and correct the conjecture. Teachers should pay attention to students' personality differences, respect students' creativity, let all students gain a sense of accomplishment in exploration, build confidence and enhance their courage to overcome difficulties.

(4) Pay attention to the guidance of learning law. In today's society, science and technology are developing with each passing day. The knowledge learned in class alone can't meet the needs of society, and a lot of knowledge needs to be studied in depth by ourselves. As the old saying goes, "Give the fish a meal and give it a lifetime." Therefore, teachers should teach students scientific and effective learning methods.

(C) focus on cultivating students' good math study habits

1. Behavior habit formation: including reading, writing, speaking, listening and other habits, requiring teachers to start training in the first grade. As long as students can listen and learn, they can master certain learning methods. "It is better to teach people to fish than to teach people to fish."

2. Cultivate students' good thinking habits. The key of mathematics classroom teaching is to make students think, so the cultivation of thinking habits is particularly important, which requires students to "move" in class. In teaching, teachers should master children's cognitive laws according to their age characteristics, and let students train their thinking by counting, swinging, thinking, speaking and writing. In teaching, especially in large classes, teachers are often more troublesome, just following the book, which limits the development of students' thinking.

(4) Timely evaluation and timely feedback.

Timely evaluation is one of the concrete measures to stimulate and mobilize students' innovative ability. Timely feedback correction is to judge the results of students' attempts. The evaluation here mainly includes "student self-evaluation" and "teacher explanation evaluation". Generally, students are allowed to express their opinions and brainstorm in class, so that students can collide with new sparks in the discussion. Evaluation is like a baton. We should try our best to cultivate students' innovative ability, encourage students to learn new methods, new ideas and new viewpoints, protect students' unconventional and whimsical ideas, and attach importance to students' innovation. For example, when answering questions and asking questions, let students evaluate first, thus promoting students' enthusiasm for learning. If the students can't solve the problem, the teacher will explain it again. Students' questions, in particular, should be carefully evaluated. Mr Tao Xingzhi once said, "When Qian Qian was invented, there was only one starting point". Doubt is the expression of positive thinking activities and the beginning of innovation. Nowadays, students are not without problems, but most of them dare not ask questions. According to my investigation, students are afraid to ask, mainly because they are afraid of asking shallow questions and being afraid of classmates' jokes. Second, I am afraid that the problem will deviate from the direction and the teacher will blame it. In this regard, I encourage students to ask more questions and give appropriate rewards. In this way, students will really ask many strange questions. And some problems are students' confusion, and some are just what most students are interested in. Students' questions are also of great interest to other students, and teachers' guidance and explanation often have good teaching effects.

Classroom teaching is a profound knowledge with strong artistry. To improve the effectiveness of classroom teaching, we must adhere to the principle of "all for the development of students", take teaching theory as the guide, and constantly summarize, improve and innovate through our own continuous practice, so as to truly improve the quality of classroom teaching and students' learning.