Classroom practice is an important way to consolidate the new curriculum, the embodiment of using new knowledge to solve practical problems, and the bridge for teachers to get feedback information. Students can practice independently in class, which can not only urge students to apply what they have learned, but also deepen their understanding of new knowledge in application, and also expose their shortcomings in applying new knowledge. However, some teachers do not pay enough attention to classroom exercises and are very random. Some teachers don't understand enough about intensive lectures and more practice; Some teachers don't grasp the opportunity to practice; Influenced by the wave of new curriculum reform, some teachers excessively pursue the process of exploration and research in some classes, and fail to grasp the time reasonably, resulting in too long teaching time and difficulty in practice; Wait a minute. The existence of these phenomena runs counter to quality education and "training project" and directly affects the quality of classroom teaching. Therefore, how to design effective classroom exercises in primary school mathematics teaching? This is a field worthy of our study. We think we can focus on the following aspects: First, grasp the level of practice according to the classroom process. Because of the individual differences of students, it is difficult to achieve good results in the same level of practice! The same problem may be boring for excellent students, so the design of high-quality classroom exercises should be different. Practice requirements should not be too high or too low. To adapt to students of different levels, it is necessary to let poor students "eat well" and top students "eat enough" to meet the learning requirements of students of different levels and knowledge levels. . Second, clarify the classroom structure and give full play to the leading role of teachers. Exercises are generally divided into "consolidation exercises" and "comprehensive exercises". The difference between these two forms of exercises is that consolidation exercises pay more attention to basic exercises and special exercises, while comprehensive exercises pay more attention to deepening exercises and expanding exercises. Their similarity lies in that both of them must clearly explain the content and requirements of the exercise, summarize the purpose of each link in time, and finally summarize and comment. After understanding the structure of practice, we can clearly see that practice should be "practice-oriented", "moderate guidance" and "combination of guidance, practice, discussion and evaluation" This is conducive to giving full play to the leading role of teachers and the main role of students, and is conducive to students mastering learning methods. In practice, the teacher's leading role is reflected in the teacher's careful questioning and clever introduction. Teachers should: (1) ask questions on the basis of solving key exercises; (2) Asking questions about the wrong reasons of problem-solving mistakes; (3) Asking questions where the internal relations of knowledge are suggested and the laws of knowledge are explored; (4) Asking questions in confused knowledge; (5) Enlighten students how to comprehensively use old and new knowledge; (6) Guide students to make a turning point in thinking; (7) At the joint of each link, it is a link between the preceding and the following. Third, pay attention to the form of practice and pursue the connotation of practical design. Exercise design should be closely combined with textbook exercises. Personally, I think exercises should be based on "textbook exercises, supplemented by extracurricular exercises". The specific method is: based on textbook exercises, according to the teaching content, teaching objectives and students' reality, the textbook exercises are appropriately combined and adapted in the form of exercises. In comprehensive exercises, we can appropriately improve the difficulty of textbook exercises and carry out comprehensive training. When there are too few exercises in the textbook, or they have been processed, but according to students' feedback and teaching practice, it is necessary to increase the amount of exercises, then the exercises can be supplemented appropriately. 2. Exercise design should be combined with student feedback. Teaching is a purposeful behavior, and any purposeful behavior must be controlled to avoid deviating from the goal. Therefore, in the design of exercises, we should pay attention to the main problems of students in the new class, organize feedback exercises, strengthen classroom inspections, collect information and "adjust" in time. 3. The design of exercises should pay attention to novel forms, step by step, proceed from reality and stress practical results. In the previous practice teaching, I realized that various, flexible and novel exercise designs are conducive to improving students' interest in learning, maintaining strong learning energy, and facilitating the smooth completion of teaching tasks. From easy to difficult, exercise design conforms to students' cognitive law, which is conducive to students' mastery of knowledge, the formation of skills and the cultivation of abilities, and to the improvement of students at different levels. Therefore, in practice design, we pay special attention to designing exercises with different levels and requirements according to the actual situation of students in the class. Focusing on middle school students, all students are equipped with "must do" exercises and optional exercises, so that good, medium and poor students can gain something. In order to improve the quality of "guided exercises", teachers should try to solve three problems: exercises can be edited or selected, but they should all focus on the key points, so as to ensure that the exercises are meaningful and interesting. The biggest advantage of using problem group exercises is that it is beneficial for teachers to evaluate classes, and at the same time it can solve the problem of uneven practice speed of students. The form of exercise should be skillfully used according to the age characteristics of primary school students, not the same. Pay attention to the alternate use of oral and written exercises, group exercises and individual exercises. The types of exercises should also be varied, such as closed questions and open questions, fill-in-the-blank questions and multiple-choice questions, forward questions and reverse questions, special exercises and comprehensive exercises, compiling questions and solving problems. , should be flexible according to the needs of practice. 2. Organize exercises. Organizational practice is the essence of "guiding practice", which is a guided and organized practice process. It is necessary to make students draw inferences from one question and improve the efficiency of practice by using one question for multiple purposes, changing one question and solving one question. Organized exercises also include temporary addition and deletion exercises to control the rhythm at any time and adjust the requirements in time. 3. Comment on the exercise. The purpose is to attract students' attention, remind students to avoid mistakes and play the role of feedforward control; Teachers should point out students' sexual problems in time, attract students' attention, and explain them in detail so that students can reach the meeting. In short, strengthening the cultivation of computing ability in the teaching process is conducive to strengthening the correctness of students' problem solving and improving their self-confidence. In teaching design, more different types of exercises are designed in one class, so it is difficult to practice multiple topics, and the capacity is always not improved, which leads to students' narrow vision. Because of the poor consciousness of students, they can't find their own topics to do, so their proficiency is very low. I think only by strengthening after-class practice and counseling can students' horizons be improved and their knowledge be expanded to a certain extent. This teaching method is beneficial to cultivate students' ability of classified discussion. The process of deduction should be left to students, and teachers only play the role of guiding students' thinking, not replacing students' thinking and deduction.