The success of a class depends not only on the design of teachers' teaching links, but also on students' participation and interaction in the class. Therefore, teachers should completely abandon and get rid of the traditional "cramming" teaching, and focus on creating learning situations for students, providing information, guiding students to think positively and strengthening their oral expression ability. Enhance students' awareness of participation and cooperation, and avoid the whole class being performed only by gifted students, without the participation of intermediate students and underachievers. First, paying attention to students' original cognitive level is a necessary condition for students to participate in classroom teaching activities. Ausubel believes that 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 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 "demotion" means that it is difficult for new knowledge to pass, so that new knowledge becomes something that students have deja vu. 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 the old and new knowledge, successfully complete the positive transfer, and solve new problems through similar exploration. For example, when I teach the addition and subtraction of fractions with different denominators, I inspire students to think: ① Can I add the molecules directly? (2) How do I calculate? Then let the students do it independently. Through this treatment, teachers actively guide students to participate in the process of algorithm exploration, and can make full use of the existing knowledge of addition and subtraction of fractions with the same denominator and general fractions, and learn the addition and subtraction methods of fractions with different denominators. Second, guiding students to operate is an important means to let students participate in classroom teaching activities. Classroom teaching is a multilateral activity process between teachers and students. 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' participation in the teaching process, such as teaching the lesson "Characteristics of Cuboid", which mainly designs 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. 2. The teacher picked up a rectangular box and asked the students to observe and touch the characteristics of the cuboid. 3. Through students' summary and teachers' guidance, all the characteristics of dragons and cubes are summarized. 4. Let the students make a cuboid and a cube with plasticine as the vertex and thin sticks of different lengths as the edges. Through this design, operation, observation, thinking and language expression are combined, which not only allows students to participate in the whole process of teaching, but also inspires the development of thinking, and achieves the goal of enabling students to acquire both knowledge and skills in mathematics teaching. Thirdly, setting cognitive conflicts is an important factor for students to participate in classroom teaching activities. 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 volume of a long cube", first show 24 small cubes with the same size 1cm3, and then put a big cuboid. How many ways are there? Then ask what is the volume of a cuboid related to? What does it matter? Can you check it? Through this design, students can discover and solve problems in the process of deepening and setting up cognitive conflicts. It helps to stimulate students' desire for knowledge and sense of participation. Fourthly, creating conditions for students to talk more is an effective means for students to participate in classroom teaching activities. Every student has the right to express his wishes, and teachers should give this opportunity fully. Teachers should try their best to let students find problems, ask questions and answer questions when guiding students. Let the students at the same table talk to each other in groups. After the underachievers talk, let the students talk as much as possible, so that the students can feel concerned by teachers and classmates. This not only improves students' oral expression and logical thinking ability, but also ensures students' attention to classroom teaching activities. Teaching students in accordance with their aptitude is the premise for students to participate in classroom teaching activities. Facing all students, let every student participate in the whole learning activity. At the same time, we should pay attention to the development of students' personality, which is the premise of improving teaching quality in a large area. After all, personality differences exist, so in class, we must "guarantee the bottom without capping." In teaching, I 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, in the application of teaching scores, four questions were raised: 1, 36 tons of goods were piled up at the station and transported away 1/3. How many tons have been shipped? 2. A batch of goods was piled up at the station and transported away 1/3, which is exactly 10.8 tons. How many tons are there in this shipment? 3. A batch of goods was piled up at the station, and 1/3 was shipped away, leaving 25.2 tons. How many tons is this shipment? 4. A batch of goods was piled up at the station, which were all shipped out the first time 1/3 and the second time 1/4, with 7.2 tons from * * *. How many tons are there in this shipment? In practice, let the students with lower learning level do 1 and 2 questions, and the students with upper-middle level do 1 and 2 questions, and then use their brains to do 3 questions and 4 questions. This will not only make most students "full", but also make a few students "full". Such layered exercises will be carried out not only in class, but also after class. Those who have the ability to learn well will leave some problems, while those who are middle and lower will leave some simple exercises. Sixth, incentive evaluation, to stimulate students to participate in classroom teaching activities. You can often see the performance of gifted students in classroom activities, while ordinary students and poor students have poor ability to participate in teaching activities.