The author thinks that the "inefficiency" in junior high school mathematics classroom teaching is mainly caused by the disharmony between teachers' "teaching" and students' "learning".

1. Problems in Teaching

(1) Some teachers strictly follow the teaching materials, follow the rules in class, and dare not cross the line for fear of bringing difficulties to students. They "talk" and "listen" in class. Therefore, the classroom atmosphere is dull. Some teachers do not analyze the intention of writing textbooks and change the content at will. They always want to cater to the teaching method and curriculum reform idea of "independent inquiry, cooperation and communication, teacher-student interaction" advocated by the new curriculum, and "encourage" students to explore, cooperate and communicate regardless of students and teaching practice. The whole class is full of excitement and lively atmosphere. In fact, students study aimlessly and lack knowledge after class, which eventually leads to the inefficiency of classroom teaching.

(2) Influenced by the traditional concept of exam-oriented education, teachers' evaluation pays too much attention to the results, ignoring students' efforts and progress in different periods, and has not formed a real formative evaluation, which will inevitably lead to the shift of the focus of teaching activities, thus greatly reducing the effectiveness of mathematics teaching activities. Teaching activities that emphasize conclusion over process turn the vivid process of forming conclusion into monotonous mechanical memory and imitation exercises, and students lack experience, feeling, thinking and exploration of mathematics. Rote memorization and mechanical training have become important manifestations of mathematics teaching activities, students' wisdom and nature have been stifled, their personality development has been destroyed, and the formation of innovative thinking has become a bubble, which has seriously affected their all-round development.

(3) Some teachers lack the link of "preparing students" in preparing lessons; Lack of selection and integration of teaching materials; Lack of method guidance and ability training for students' mathematical knowledge system; Some teachers ignore that "interest" is the best teacher; The lack of classroom teaching density and the neglect of students' foundation and ability lead to the incompatibility between "teaching" and "learning".

2. Problems in learning.

(1) Some students have poor learning foundation and are passive in learning; Many students are very dependent and lack the initiative and consciousness of learning; I don't concentrate in class, and I am always careless about the questions raised by the teacher and the exercises assigned in class. I refused to use my head as if nothing had happened. Can't consolidate, summarize and discover the connection between knowledge in time after class; Many students go home unsupervised, unconsciously learn more, and basically do not review. They have little chance to get in touch with mathematics at school. If they don't review in time when they go home, their knowledge will soon be forgotten. Some students don't pay attention to the basics, they can't learn the rules, and their exercises and homework are sloppy. The teacher's comments have been revised, but the result is still wrong. It's even more effective. Teachers often complain that a lot of efforts have been made to no avail.

(2) Serious weariness of learning and lack of good emotional experience and personality. Many students lack interest in mathematics learning, and it is difficult to form a pleasant learning experience. With the acquisition of knowledge and the development of ability, the development of students' emotion, attitude and self-confidence in mathematics learning has formed a certain contrast. Making students gain self-confidence and more sense of success through mathematics learning is an extremely concerned aspect of mathematics learning goals, but it is seriously insufficient in mathematics learning. The exam lacks a sense of competition, thinks that he will not do it anyway and is unwilling to review it carefully, and takes the exam with an indifferent attitude. The homework assigned by the teacher is sloppy, plagiarized, or even not handed in. When solving problems, you don't follow certain steps, or you just know and don't know why. The problem-solving process is illogical, and you have not paid attention to the necessary problem-solving format.

Second, the method of constructing efficient mathematics classroom

In specific teaching, there is neither a ready-made answer nor a fixed model to improve the effectiveness of mathematics classroom teaching. Generally speaking, we must first find the crux of the problem, so as to be targeted, which is the premise of achieving efficient classroom.

1. Students should be fully aware of the application value of mathematics.

In today's challenging times, industrialization requires continuous improvement of the quantity and quality of products, less manual work and more brainpower, less mechanization and more electronics, less routine and more improvisation, less stability and more variability, all of which require everyone to think more and think more mathematically to survive. Mathematics is the gymnastics of thinking, and learning mathematics can cultivate and exercise people's logical thinking ability. According to the spirit of the new curriculum standards, students should not only learn the necessary knowledge, but more importantly, master certain skills to lay a certain foundation for their future life. This is enough to show that mathematics is not as useless as some students say. Teachers should try their best to improve the charm and interest of mathematics and strengthen the temptation to learn math well. Help students fully realize the importance of mathematics and explain it thoroughly. Only when students fully realize the importance and necessity of mastering mathematics knowledge can students study hard and maintain lasting motivation.

2. Students' interest in learning mathematics should be stimulated.

Interest is the best teacher. In mathematics classroom teaching, because of its particularity, many students find it abstract and difficult to understand. It is not enough to give students the motivation to learn. The key is to find ways to make students interested in math learning. Psychology tells us that learning interest is a psychological factor that directly promotes students' learning activities. It is a necessary prerequisite to stimulate students' thirst for knowledge and exploration, and it is the leading power of active learning. Most students' poor grades in mathematics are due to their lack of interest in mathematics. Teachers can use some vivid, intuitive and interesting teaching methods according to the teaching content to create an environment for students to use mathematics; Guide students to participate and encourage students to actively explore. Let every link of classroom learning feel the sureness of step-by-step learning, experience better and better joy, and establish confidence in learning. All aspects of lesson preparation, such as the creation of situations, should adapt to students' existing knowledge and experience, which will cause students' cognitive conflicts, stimulate students' desire to participate, and make students quickly immerse themselves in the situation of independent inquiry. Standard testing pays attention to basic exercises, so that every student can feel better and better joy through training, and topic design pays attention to difficulty gradient, so that every student can truly experience the realm of happy learning through training and establish learning confidence.