In primary school mathematics teaching, practice class is an essential class, which runs through the whole mathematics teaching, and its teaching time accounts for a large proportion. Mathematics practice is the continuation and supplement of classroom teaching, the most basic form of mathematics activities for students, and also an important link in mathematics teaching. An efficient practical class can cultivate students' thinking quality, improve students' ability to analyze and solve problems, and help teachers to check and fill gaps, which plays an irreplaceable role in improving teaching quality. Under the new curriculum concept, how to do exercises well and improve the quality of classroom teaching has become an important topic before us. First, the status quo and reasons of primary school mathematics practice class. Primary school mathematics practice class is an important way for students to master basic mathematics knowledge and training skills. It is also an important way to cultivate students' ability and develop their intelligence. However, in the actual teaching work, many teachers have great blindness and randomness in practical teaching. In practice teaching, students are faced with more boring and single exercises, passively listening to the teacher's wonderful problem-solving methods, and the proper function of mathematics exercises can not be effectively played in class. Mainly manifested in the following aspects: first, in class, teachers often talk about ideas and students fill in answers; The teacher talks about the method and the students copy the process; Teachers talk about experience, and students remember conclusions. Teachers are intoxicated with their own explanations, and students are too busy with a little knowledge to know what to say. To turn exercises into such topics, teachers often start to explain before students have time to think, and students' thinking can only be dragged away. Teachers work hard, students learn by rote, and teaching efficiency is low. Secondly, in the tactics of asking questions in class, let students do some boring and single exercises repeatedly. In the effective classroom time, teachers often talk more questions in order to make students do more questions and get more points, which makes the exercises become broadcast questions. The so-called broadcasting questions is like showing a movie. First, the questions are put out for students to do, and then the answers are changed, such as raising your hand and making mistakes. This leads to insufficient time for students to think independently. Students who can do it will learn to do it, and students who can't do it will still not do it. Practice class has become a critical class for those strict and perfect teachers. In criticism, what they usually hear is: "Don't do such a simple topic!" " And so on, students have difficulties in many exercises, and teachers' high-pressure scolding and punishment make students afraid of mathematics, even hostile, and the teaching effect is poor. In view of the above-mentioned situation, the main reasons are as follows: First, teachers pursue the results of students' problem-solving too much in concept and ignore the process of students' thinking practice. Driven by the concept of getting high marks, classroom practice has entered the misunderstanding of quick success and instant benefit by asking questions about sea tactics and memorizing. Teachers don't want to leave enough time to present the process of students solving problems. Second, teachers only pay attention to the design of practical content, ignoring the organization of practical teaching process. After the new lesson, the teacher usually presents the exercises in the textbook to the students in the original order. Some teachers can grasp the key points and choose or design exercises with different gradients according to students' specific conditions. But how are these exercises organized? How to deal with it? Teachers seldom consider it, and the teaching effect can be imagined. Second, some strategies to improve the quality of practical teaching (1) Preparing lessons carefully before class is the premise. Mathematics practice course is a kind of course with students' independent practice as the main content, and it is a supplement and continuation of new teaching. Due to the limited teaching time, if there is no careful plan, it is possible that the teaching task will not be completed and the ideal teaching effect will not be achieved. Mathematics practice class also needs to be "student-oriented, proceeding from reality", carefully prepare lessons and prepare teaching plans, effectively prevent and overcome arbitrariness in teaching work, so as to complete the teaching tasks of each class step by step. 1, change the teaching concept, clarify the teaching objectives of practical courses, highlight key points and break through difficulties. Because many teachers have outdated ideas and never prepare lessons carefully in practical courses, there is great randomness and blindness in the teaching of mathematical practical courses. Practice class must strengthen the clarity of the goal and understand the knowledge well; It is necessary to consider and estimate the depth of knowledge mastery and the connection with existing knowledge in advance; The proficiency of knowledge application should be carefully arranged and grasped, and the countermeasures to solve these problems should also be considered in advance. Don't shoot indiscriminately, practice for the sake of practice, or even brew a "sea of questions." First, to prepare lessons for practical courses, we should thoroughly study the curriculum standards and determine the key and difficult points of the textbooks at this stage; Second, we should thoroughly study the actual situation of students' learning. The classroom teaching design of practical courses should highlight the key points and break through the difficulties. In the teaching process of design practice course, we should determine the practice content according to the requirements of teaching content and purpose, and design practice scientifically according to the principle of step by step. 2. The design of practical courses should be typical, hierarchical and moderate in number. The new curriculum standard especially emphasizes that everyone should learn useful mathematics. Different people learn different mathematics, and different people get different development in mathematics. When designing exercises, we should give students enough thinking space as far as possible, whether it is the selection of exercise content or the presentation of exercise form. We should fully respect students' personality development and cultivate their innovative spirit and practical ability. The design of practical courses should reasonably choose examples and exercises. One is typical, which helps to consolidate and master basic knowledge and skills and improve the ability to solve problems. Second, there must be levels. The levels in practice design mean that there is a gradient in practice, from easy to difficult, from simple to complex, so that students at each level have "things" to do and students at different levels can improve. Third, the number of questions should be moderate, and there should not be too many exercises. Too much will affect the efficiency of classroom teaching and make students bored. It can't be too little. Without it, the purpose of consolidation, detection and enlightenment can't be achieved. (2) Optimizing various teaching methods in the classroom is the key. 1. Create a situation to stimulate students' interest. Primary school students, especially junior students, have poor self-control ability, and most of them like to be distracted and do small moves. Because practical classes are unattractive, students tend to be indifferent, absent-minded and lax in discipline. Therefore, teachers should design some materials that are easy to attract students and add them to the situation of mathematics learning. For example, tadpoles find their mothers, woodpeckers treat diseases and so on. The situation created in this way not only organizes teaching, but also makes students always participate in practice with great interest, and the practice effect is ideal. It can be seen that these entertaining stories are very necessary for junior students. Through games, students learn by "playing" middle school, acquire knowledge by "playing" and increase their talents. 2. Effective use of multimedia Due to the characteristics of practical courses, it is necessary to review mathematics knowledge and do more exercises. For example, when learning space graphics and other exercises, if the blackboard is on the blackboard, it will waste a lot of time and be inefficient. If you use multimedia and make courseware in advance, you can show it to students quickly and intuitively. Moreover, multimedia can also be used to create some game situations. For example, for senior students, we can create some entry-level or competitive games to arouse students' enthusiasm. (3) Timely feedback and correction are the guarantee. Psychological research shows that timely information feedback has a good effect on stimulating students' learning motivation. Generally speaking, the faster the feedback, the better the practice effect. Practice class is to feedback the learning effect through practice. The better the feedback, the better the effect, and the students' needs can be met quickly. Therefore, the feedback link should be completed as soon as possible. Secondly, we should take corresponding feedback forms according to different situations, such as written comments, oral summaries and individual explanations. After the exercise, students should be given timely information feedback. Encourage students who have spare capacity in their studies and give appropriate guidance to poor students, so that all students can improve on the original basis. Third, we should pay attention to feedback education. Teachers should fully affirm every exercise that students have done well, and patiently and carefully analyze those that have not done well, find out the reasons, and give guidance and correction. In short, all students should be encouraged by each practice or inspired by reflection, so as to promote their continuous improvement of practice quality. In short, in order to have an efficient practical class, teachers need to study teaching materials, understand students and design them carefully, rather than just cramming a few topics. This is as difficult as the last new lesson. Only by carefully preparing and optimizing the design according to students' characteristics can we really improve the benefit of practice class and the efficiency of classroom teaching.