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 and only one corner is exposed. Some students said, "I guess it's an acute triangle, because what I see is an acute angle, and I guess the other two may be acute angles." Some students said, "I guess it's an obtuse triangle." Although I see an acute angle, the other two may be acute and the other may be obtuse. " ..... The students are arguing endlessly, and each has 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.