The new curriculum standard clearly points out that the teaching process is not only the cognitive process of students under the guidance of teachers, but also the development process of students' ability. Therefore, teachers should completely abandon and get rid of the traditional "cramming" teaching, pay attention to creating learning situations, provide information and guide students to think positively. The key is to enhance students' awareness of participation, improve students' awareness of participation and improve students' participation in class. First, creating a relaxed and harmonious learning environment for students is the key to improve students' classroom participation. Effective classroom teaching should have a relaxed and harmonious learning atmosphere, so that students can have rich emotional experience in the process of exploration and learning. In the "straight face" class, students may have mastered the relevant knowledge and skills, but they will not be interested in learning mathematics, nor will they have the enthusiasm to explore actively. A relaxed and harmonious environment does not mean that it can only be achieved through games or vivid situations. Teachers' vivid language, friendly attitude, inspiring and creative questions and exploratory activities can create a harmonious environment for students. For example, when I was teaching the course "Classification of Triangle", I 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 presented a triangle, and most of the triangle was blocked, only one corner was 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 obtuse. " ..... The students argued endlessly, each with its own reasons. They have a strong interest in this link and their enthusiasm for participation is quite high. Second, using students' original knowledge and ability is a necessary condition to improve classroom participation. Whether students can absorb new information is closely related to the existing concepts and experiences in students' cognitive structure. Mathematics has its strict systematicness and logicality, and most mathematical knowledge points have their early foundation and later deepening and development. It is necessary for students to have the necessary knowledge and skills to actively participate in mathematics classroom teaching. Therefore, in the process of mathematics teaching, teachers should appropriately "degrade" the knowledge they have learned. The so-called "degradation", some of them acquire new knowledge through difficulty, make new knowledge become something that students have known before, and stimulate students' desire to solve problems; Some are looking for the connection point between old and new knowledge. It is rare for students to learn completely unfamiliar contents in mathematics, and they are always familiar with and unfamiliar with the contents of learning. Let students find out the similarities and differences between old and new knowledge through similar exploration, successfully complete the positive transfer and solve new problems. Thirdly, guiding students to operate is an important means to improve classroom participation. Classroom teaching is a multilateral activity between teachers and students, and teachers' "teaching" is for students' "learning". The key to optimizing classroom teaching is that teachers actively guide students to participate to the maximum extent in the teaching process, so that students can operate, observe, think and express. Therefore, teachers must strengthen students' awareness of participation and actively create conditions and situations for students to participate in the teaching process. For example, when teaching the lesson "Characteristics of Cuboid", I mainly designed the following links: 1. First of all, the teacher shows several boxes of objects, so that students can classify them first and describe the reasons for their classification. 3. Summarize all the characteristics of dragons and cubes through students' summary and teachers' guidance. 4. Let the students use plasticine as the vertex, thin sticks of different lengths as the edges, and make a cuboid and a cube in groups of four. Through this design, operation, observation, thinking and language expression are combined, which not only allows students to participate in the whole teaching process, but also inspires the development of thinking, and achieves the goal of enabling students to acquire both knowledge and skills in mathematics teaching. 4. Setting cognitive conflicts is an important factor to improve students' participation in class. Students' desire to participate is a factor that cannot be ignored. Students' cognitive conflict is the source of students' learning motivation and the reason why students actively participate in thinking learning. Therefore, teachers should constantly set up cognitive conflicts in teaching to stimulate students' desire to participate. For example, in the teaching of "the area of a long square", first show 12 small squares with the same size and put a big rectangle. How many ways are there? Then ask: what is the area of a rectangle related to? What does it matter? Can you check it? Through this design, cognitive conflicts are constantly set up, so that students are always in the process of discovering and solving problems, which is helpful to stimulate students' desire for knowledge and awareness of participation. 5. Teaching students in accordance with their aptitude is the premise of improving classroom participation. It is the premise of improving teaching quality on a large scale to let all students participate in the whole learning activity and pay attention to students' personality development at the same time. After all, personality differences exist, so in class, we must "guarantee the bottom without capping." In teaching, we should carefully design classroom exercises for various teaching contents, so that students with different cognitive levels can proceed from reality and have questions to do. For example, when teaching the application problems of fractions, I showed four problems: in practice, let students with lower and middle learning level do 1 and 2 problems, and students with upper and middle level do 1 and 2 problems before using their brains to do 3 and 4 problems. In this way, not only most students can "eat", but also a few students can "eat". Such layered exercises can be carried out not only in class, but also after class. I often use this method to leave some difficult problems to students who have the ability to study well and some simple exercises to middle and lower students. In short, in the teaching process, we should fully mobilize students' enthusiasm, create a good problem situation and learning atmosphere, and let students actively participate in the whole teaching process.