1. Effective teaching and careful preparation of lessons are the guarantee of effective teaching. The lesson preparation mentioned here refers to the preparation of teaching materials and students. For example, when teaching "9 plus a few", before class, I learned that many students are familiar with the carry addition within 20, so when designing the teaching of this course, I consciously adjusted the teaching focus from "can it be counted" to "how to calculate". Because if students can work out the formula of 9 plus several long ago, it is not necessary for teachers to guide students to think about the diversity of algorithms, and they can consider optimizing the algorithms according to the basic direct contact of students. This is also a problem that our front-line teachers should pay attention to. Preparing students is far more important, urgent and difficult than preparing textbooks. Another example is that when a teacher teaches "Year, Month and Day", he first asks students what they know about the years and days in life experience, and writes them down on the blackboard one by one, and then asks the students to verify them with their calendar cards. In this teaching design, we should not only respect students' learning starting point, but also correct the defects in students' old knowledge through the link of "verification", reorganize students' knowledge system about the year, month and day, and let each student have a systematic understanding of the year, month and day. Find out the starting point of students, students will learn easily and solidly, and the classroom will be truly effective and efficient. 2. Change students' learning methods and carry out effective teaching "Mathematics Curriculum Standards" points out: "Effective mathematics learning activities cannot rely solely on imitation and rote learning, but hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." For the above three learning methods, teachers should often adopt them instead of holding new textbooks in their hands, because their minds are full of old ideas. When students need to practice, they must let each student do it by himself. For example, a teacher designed a series of activities such as classifying objects, finding friends, touching objects, folding objects, and building objects when teaching to know objects, which provided students with sufficient opportunities to "do mathematics". The design of this series of activities follows the principles of order, effectiveness and interest. Each activity has a clear teaching purpose, which fully mobilizes students' enthusiasm and allows them to experience the process of exploring the shape of objects in specific mathematical activities such as dividing, finding, touching, guessing and overlapping. In specific situations, I have realized the characteristics of these geometric bodies, gained some experience and established a preliminary concept of space. For example, when teaching "Graph Grouping", I ask students to spell it out with their learning tools and put it on the table to see how many small cubes make up a big cube and how many small squares make up a big cube. In this way, students can explore the answer through their own hands-on practice. Facts have proved that this kind of teaching effect is much better than the teacher's demonstration of "paying" results. In the usual classroom teaching, teachers must seize every opportunity of cooperation, guide cooperation when students are angry, and let them get inspiration in communication and debate. Guide students to cooperate when they need help, so that they can complete tasks that are difficult for one person accurately and quickly, and realize the collective strength. For example, after learning abdication subtraction within 20 minutes, I show the abdication subtraction table and let the students enter the fast calculation competition in groups. After the game, each group was asked to send representatives to talk about the calculation method, and the winning group talked about the law of looking vertically: "The number of each formula behind is less than the last one." The teacher then promptly guided, "In addition to this rule, do you want to know other rules hidden in this table? Look at it yourself, think about it yourself, and then talk about your findings in the group. " In this way, students are pushed to the position of discoverers, and they are allowed to explore and communicate with great curiosity, expand communication in cooperative learning, get the collision of thinking and discover the laws themselves. 3. Create activity situations to implement effective teaching. Teachers should create situations so that students can find and put forward math problems in real situations, and then let students try to solve math problems themselves. Effective teaching situation can not only arouse students' enthusiasm, but also mainly serve the classroom. For example, when teaching "Understanding RMB", after students learned RMB and got a score of 1 yuan = 10, I rearranged the teaching materials, designed a money exchange activity, simulated a "small bank", broke the traditional closed teaching process and built an "open" teaching space for students to communicate with each other. It not only cultivates students' cooperative spirit, but also cultivates their practical ability. This teaching form is novel and interesting, and is deeply loved by students. Students are full of interest in activities and have a strong interest in mathematics learning. Students are highly motivated and get good grades. Learning mathematics should make students feel that mathematics is close to us and can solve problems in our lives. For example, when I was teaching the composition counting within 100, I designed an activity: "Let students estimate the class size first, and then count the class size". By doing so, students can not only understand that they often need to estimate numbers in their lives, but also cultivate their awareness of estimation, make them feel that it is not easy to count the number of objects or people accurately, and thus stimulate students to learn books. 4. Reasonable exercise arrangement and effective teaching exercises are important carriers for students to learn mathematics effectively, and are important training means for students to master knowledge, form skills, develop intelligence and tap innovative potential. The psychological characteristics and thinking level of primary school students determine that they can't know the new knowledge told by the teacher in a very short time. Even if the rules are discovered through mutual cooperation and exploration among students, it is impossible for everyone to reach what Bloom called "peak learning experience". After the new teaching, teachers should pay attention to the arrangement of hierarchical and progressive exercises, so as to enrich the connotation of exercises, activate students' re-understanding of new knowledge, and thus create a flexible and effective teaching classroom. The difficulty setting of exercises should follow from easy to difficult, from simple to complex; Arrange the development order from basic to variant, from low level to advanced level, so as to meet the actual cognitive level of students at different levels, respect the objective differences among students, let each student have a successful experience, let students at different levels have a pleasant experience of success after studying hard, and let students learn more actively. On the other hand, the design of exercises should pay attention to interest. According to children's psychological characteristics of being active, curious, innovative and competitive, designing interesting exercises to let children study in a cheerful and exciting atmosphere will get twice the result with half the effort.