Reflecting on high school mathematics teaching is conducive to optimizing mathematics classroom teaching, which is the goal pursued by every mathematics teacher. Many people think that mathematics is a subject composed of abstract definitions, concepts, boring formulas and theorems, and they lack interest or even disgust in mathematics learning. Therefore, the times require us to put improving the quality of mathematics classroom teaching in an important position, and it is necessary to seek scientific methods to improve the quality of mathematics teaching in senior high schools from the root.

First, high school mathematics classroom teaching problems

The main problems in senior high school mathematics teaching are: (1) Students' interest in learning mathematics is weak. Because mathematics knowledge is abstract and boring, it is difficult to understand, many students are afraid of mathematics itself, lack of self-confidence and little interest, which leads to passive learning process and lack of effective interaction between teachers and students. But mathematics is a thoughtful subject, and it is difficult to learn it well by passive learning. (2) Students lack the correct mathematical thinking mode. Some students reported that they listened carefully and understood what the teacher taught in class, but they had difficulty in their own analysis after class. Some students also reported that when a topic that they thought was difficult was correctly analyzed by the teacher or other students, they suddenly realized that it was not as difficult as they thought before, but they just didn't think of their own way to solve the problem.

Second, the causes of problems in high school mathematics classroom teaching

Students' math scores are not only related to their efforts, but also to the teaching effect of teachers. A good math teacher can clearly explain the problems to be talked about in the classroom in an appropriate way, which can always attract students, attract students, make students accept what they have learned easily, make students spend less time after class, and make students learn easily and interestingly. Students do not study well, which may be due to improper teaching methods of teachers or improper learning methods of students. There are usually two reasons: (1) Teachers' teaching methods are not in line with students' acceptance ability. Teaching is a two-way process of teaching and learning, and it is an interactive process with students as the center and teachers as the leading factor. The key to the interaction between teachers and students lies in teachers, and the responsibility lies in teachers. Students are unwilling or unwilling to ask questions because the teacher's ideas have not kept up, the measures have not been followed up, the methods are improper, and the guidance is weak. (2) The main reason leading to mathematical thinking disorder is the lack of connection points of knowledge chain in the learning process. The process of students learning mathematics is to process new knowledge through their existing old knowledge, which requires finding the connection point between new knowledge and old knowledge. This requires students to recombine their knowledge. However, because each student's cognitive situation is different, if teachers' teaching methods are inappropriate and ignore the lack of connection between students' old and new knowledge, it will be difficult for students to accept new knowledge smoothly and form a correct mathematical thinking mode.

Third, how to improve the quality of high school mathematics classroom teaching

Through the above analysis of the problems and reasons in senior high school mathematics classroom teaching, this paper puts forward the following suggestions to improve the quality of senior high school mathematics classroom teaching: (1) Stimulate students' interest in learning and enhance their thirst for knowledge. Interest is the inexhaustible motive force for students to learn, the emotional intention of students to acquire knowledge, the core of learning enthusiasm and consciousness, and the enhancer of learning. (2) Carefully preset teaching situations to improve classroom teaching efficiency. In order to achieve high quality in the limited 40 minutes, teachers must make full teaching presuppositions, give full play to their subjective initiative, keep a clear head, seize the bright spots in classroom teaching at any time, seize the breakthrough point of promoting dynamic generation in classroom teaching, and integrate tangible presuppositions into intangible dynamic teaching. (3) Cultivate students' logical thinking ability and tap students' potential in learning mathematics. Logical thinking ability plays an obvious role in senior high school students' learning. Students with strong logical thinking ability can understand the essence of what they have learned more easily and understand what they have learned in depth from many aspects. Instead of just playing a memory role like a computer hard disk. Students with strong logical thinking ability are not necessarily the students with the best academic performance, but they must be students with strong activity ability and acceptance ability, and their coordination and organization ability is correspondingly stronger than other students. Therefore, we should pay attention to the process of knowledge formation and discovery in teaching. Mathematics itself is a highly deductive subject. However, according to the age characteristics of students and the principle of students' acceptability, the arrangement of teaching materials can not be systematic and complete. In teaching materials, the formation of many concepts, the discovery process of formulas and theorems are often not explained, only perfect conclusions. This requires teachers to dig deep into teaching materials before class and carefully design and reorganize teaching content. In teaching, we should change the familiar teaching method of "question+method", let heuristic teaching enter mathematics teaching activities, overcome the passivity of students' thinking, choose the method of consciously infiltrating mathematical thinking, show the process of knowledge, create problem situations for students, teach students the methods of discovery and creation, inspire and guide students to think and create, and let students learn in creation, gain in discovery and sublimate in success.

Fourth, use modern teaching methods to improve students' interest in learning.

Conditional schools can use modern teaching methods to give full play to students' main role. The new curriculum standard clearly puts forward that the role of teachers will change from simply imparting knowledge to promoting, organizing and guiding students' learning. Teachers should use different multimedia tools appropriately and selectively according to the teaching objectives and teaching contents. For example, in the teaching of trigonometric function line, using multimedia to demonstrate the characteristics of sine line, cosine line and tangent line can make the static teaching content become a dynamic picture, add bright colors to attract students' attention, make boring and abstract mathematics knowledge vivid and concrete with intuitive graphics and harmonious sounds, make mathematics teaching have a strong sense of reality and reproducibility, stimulate students' interest in learning mathematics knowledge, and receive unexpected teaching results. Therefore, in mathematics teaching, the proper application of modern teaching methods can strengthen the guidance of students' learning methods, so that students can learn the learning methods from ignorance to knowledge and from knowing little to knowing much under the guidance of teachers, and learn mathematics knowledge at the same time. For example, in teaching operation, observation, measurement and drawing, modern teaching methods are used to guide students to think in activities and gradually let students explore by themselves.

In short, classroom teaching is a bilateral activity between teachers and students. To improve the efficiency of mathematics classroom teaching in senior high school, on the one hand, teachers should constantly improve themselves, carefully design and create situations, so that every student can participate in the whole process of teaching, actively think, ask questions and solve problems under the guidance of teachers, and effectively develop students' intellectual potential; On the other hand, we should pay attention to stimulating students' interest in learning, mobilizing students' enthusiasm for learning, cultivating students' excellent thinking quality, changing passivity into initiative and learning into learning, so as to greatly improve the efficiency of high school mathematics classroom and achieve the purpose of imparting knowledge and cultivating ability.

(Author: No.2 Senior High School, Changge City, Henan Province)