Suhomlinski said: "The main motivation for mastering knowledge and acquiring skills is the good situation." "Mathematics Curriculum Standards" also clearly put forward in "Curriculum Implementation Suggestions": "Let students learn mathematics in vivid and concrete situations." Modern teaching theory holds that the main task of mathematics teachers is to design learning situations for students, provide comprehensive and clear relevant information, and guide students to use their brains to learn and master mathematics knowledge in the teaching situations created by teachers. In teaching, only by creating conditions and providing students with space for active participation can the learning effect be enhanced.

Create suspense in the situation and improve the effectiveness of learning. The ancients said, "Learning begins with thinking, and thinking originates from doubt". Students' thinking activities of seeking knowledge always start from problems and develop in the process of solving problems. Creating problem situations can arouse students' desire for knowledge, open the floodgate of thinking, and make students enter the realm of "thinking with your heart, but not with your mouth" For example, when teaching "0 means meaningless", I intend to create vivid and interesting situations to inspire students to participate, stimulate students' interest, and mobilize students to devote themselves to the process of exploring new knowledge with great enthusiasm. At the beginning of class, use courseware to play slowly rising colored balloons; Then play the game of flying balloons with the students: for each balloon, ask the students how many balloons are left in their hands and let go of the last one. They have no balloons in their hands. Can you still use the number less than 5 that you learned before? What shall we do? What figures should I use to express it? In this way, by arranging the game of flying balloons that children are very familiar with and like, and asking questions during the game, we can highlight "No, what do you mean?" Presenting the meaning of zero to students naturally not only increases the connection between mathematical knowledge, but also makes students feel that mathematics is around and stimulates their desire to explore new knowledge.

Interest is the best teacher for students and the golden key to knowledge. With interest, learning will not become a burden, but a persistent pursuit; With interest, students will actively explore and creatively use knowledge to turn pain into pleasure. Practice has proved that the fascinating teaching situation can make the boring math classroom lively, stimulate students' strong interest in learning, and make the math classroom full of vigor and vitality.

Second, guide students to explore independently and improve classroom effectiveness.

The core of classroom teaching is to mobilize all students to actively participate in the whole process of learning, so that students can learn independently and develop harmoniously. Whether the learning process is effective or not is the key to the effectiveness of classroom teaching, and students' learning process needs the clever guidance of teachers. Therefore, mathematics classroom teaching should give students more time to think, more space for activities and more opportunities to express themselves, so that students can become the masters of learning, and teachers only need to guide and guide them at an appropriate time.

For example, when teaching "Wide Angle of Mathematics: Overlapping Problems", students first voted to ask questions: "There are 1 1 people who like basketball and 9 people who like football. How many people are there? " The students almost replied in unison: 20 people. "Right?" The teacher's gentle question immediately aroused the students' thinking. The simple problem of finding the total directly by addition has encountered a new situation, and students have begun to pay attention to the relationship between information, which requires sorting out the messy information. At this time, let the students sort out their student numbers. When students adjust their student numbers, they put those who like basketball and football in the middle. The teacher asked: "There is a 16 student number card. How many people are there? " The students immediately thought that they could stack the repeated student numbers together or simply remove one. The teacher also led: "What other way can people see at a glance: how many people like basketball, how many people like football, and how many people like both?" Through discussion, students feel that they can circle it with a pen, so the Wayne diagram is naturally generated. The teacher skillfully organized the following activities: "If you were asked to post it, where would you post your student number on the map?" ? Why? "Through this activity, help students to further understand the Wayne diagram and improve their reading ability. In this process, Miss Li should let students do research freely, and never waste time in unnecessary places. Thoughtful and ingenious guidance greatly improves the effectiveness of the learning process.

Third, flexible use of modern educational technology to improve the effectiveness of classroom teaching.

With the continuous progress of society, science and technology are constantly updated, and our educational technology is also modernized. The use of multimedia courseware has replaced the small blackboard, wall chart and other teaching methods in traditional education, which has changed classroom teaching from "static" to "dynamic", which is the progress of education. It should be said that computer-aided teaching, as a modern teaching method, has its unique advantages compared with conventional teaching methods. When teaching in public, some teachers use multimedia courseware in every link and step of the classroom in order to pursue a fashion and a one-sided pursuit of fancy form, but in fact, they have not played the real role of modern educational technology. In normal teaching, we should use modern educational technology reasonably according to the characteristics of teaching content and students' cognitive level and thinking level, so that modern educational technology can be used properly, its advantages and specialties can be brought into play, and students' positive thinking can be promoted. When the first-grade children are looking for the "problem-solving" of the "minuend", it should be said that this kind of problem belongs to the problem of reverse thinking for the first-grade children, and students always habitually think and solve it with positive thinking. Because the first-grade children are relatively simple in oral calculation, students can always work out the answers at once and then bring them into the formula to calculate the determinant. For example, I designed a question: How many basketballs are there in the school gymnasium? Eight of them were borrowed by children, and there are seven left. How many people are there in the school gymnasium? Some underachievers always use the formula "15-8=7" when encountering such problems. This part of students simply don't understand the structure of such questions and the relationship between the questions and the known conditions, in order to help this part of students twist.