High school math classes are often considered boring and complicated by students. In senior high school, many students lose interest in learning mathematics because of learning difficulties, which leads to the failure of the whole senior high school. This result is not caused by the problem of mathematics itself. Mathematics is actually a subject full of challenges, explorations and unique interests. Senior high school mathematics teachers should fully grasp the subject characteristics of mathematics. Improve classroom efficiency, stimulate students' interest in learning in classroom teaching, so as to maximize students' mathematical ability. 20 10 participated in the "model class of famous teachers" in the school, learned from the current new student-based classroom teaching mode, and practiced and innovated the student-based classroom. Through my own practice and communication with experts and peers inside and outside the province, this paper probes into the problem of improving classroom teaching. In the process of education and teaching. Classroom teaching is the main position to implement quality education and cultivate practical ability and innovative spirit. First of all, we should make a breakthrough in classroom teaching. Improving the efficiency of classroom teaching has become the primary task at present. The so-called "efficient classroom" is a teaching activity that uses as little time as possible to obtain the maximum teaching benefit. The guiding ideology of "efficient classroom" discussion can be summarized as two reductions and two improvements: reducing teachers' teaching burden, reducing students' schoolwork burden, improving teachers' teaching efficiency and improving students' learning efficiency. Finally, the purpose of improving the overall education and teaching quality of the school is achieved. Mathematics "efficient classroom" mainly discusses two aspects, namely teachers and students, namely teaching and learning. Mathematics teachers study and teach mathematics, and mathematics teaching is how to assimilate mathematics knowledge to students. In classroom teaching, all students' understanding level is not the same. Experienced teachers will take care of the learning needs of students at different levels in teaching, and the teaching content should strive for a success, which is efficiency. But some teachers talk about the same teaching content repeatedly, often because they don't grasp the mathematics knowledge, the key points of the problem and the main problems of students' learning. Teaching should be efficient and learning should be efficient. Guide students to learn to accept knowledge and learn to think. With the right way of thinking, they can understand and accept quickly. Memory is also strong. Usually we say that when preparing lessons, we should prepare both textbooks and students. How to prepare students? That is to make clear students' foundation, thinking and acceptance. Therefore, to discuss "efficient classroom", we must first affirm these two aspects, that is, how teachers teach and how students learn. Only by organically combining the two can we achieve high efficiency. First, fully preparing lessons is the premise of implementing efficient mathematics classroom. Confucius said, "If a worker wants to do a good job, he must first sharpen his tools." We know that if a teacher goes to the podium without preparing lessons, he will be as flustered as a soldier who goes to the battlefield without weapons, and such lessons are bound to be inefficient. In order to create an efficient classroom and make full use of every second of these forty minutes, it is very important to make full preparations before class. You can't waste your time because of your insufficient presupposition, unclear goals and poor regulation of classroom instant generation. According to the physical and mental characteristics of students of different ages, the New Curriculum Standard has made scientific and specific provisions on the teaching objectives of different classes. This requires us to seriously study the "new curriculum standard" and strictly follow the requirements of the "new curriculum standard" when formulating teaching objectives. First of all, the orientation of teaching objectives should be moderate and difficult. Secondly, teachers should fully consider the unity of three-dimensional goals when formulating teaching goals. Knowledge and ability, process and method, emotional attitude and values are equally important and indispensable. Thirdly, the formulation of teaching objectives should also consider three levels: good, medium and poor. According to the principle of teaching students in accordance with their aptitude, the formulation of teaching objectives should also vary from person to person, and students at different levels require different goals, so it is necessary to avoid generalizing. It is necessary to ensure that 80% of the students in the classroom master more than 80% of the classroom teaching content. For students with strong mathematical ability, you can extend some slightly challenging exercises after class. For those students with weak mathematical foundation, we can also put forward some superficial requirements for them, so that they can step by step. In addition, it is necessary to clarify the key points and difficulties of each class. Instead of covering everything, understand the difficulties in the students' learning process and focus on breakthroughs. Reasonable speaking and practice, each class should have in-depth information feedback and adjustment to ensure the achievement of each class goal. 2. Preview homework and students' effective preview are the magic weapons to implement efficient mathematics classroom. In order to improve the efficiency of mathematics classroom, it is not enough to rely on teachers' careful preparation. You must also bring students in, that is, arrange students to preview. At present, we adopt the teaching method of learning by learning plan. To arrange the preview homework, we should first look at the preview content and see what can be understood and understood. The second is to find out what you can't understand in the preview content and mark it. The third is to write down your views on the preview content. Then we can deal with some simple problems involved in new mathematics knowledge through preview. In this way, every student has sufficient knowledge and psychological preparation before facing new knowledge, and knows what to talk about the next day, what is the focus and what is the difficulty. In class, students say what they want to say, do what they do and finish what they can. The focus of classroom teaching is students' doubts and ambiguities, so that the teaching process can be targeted. It not only improves the efficiency of classroom learning, but also makes outstanding students experience the happiness of success, gives "students with learning difficulties" time and opportunities to make up lessons, and greatly mobilizes students' enthusiasm and creativity. Third, active classroom state. The guidance of scientific learning methods is the guarantee of implementing efficient mathematics classroom. As long as students' thinking is always active, actively explore knowledge, and strive to turn newly acquired knowledge into ability, I think this is an efficient classroom and a successful classroom. Teachers should be good at using various educational methods flexibly according to specific educational situations, discover and cultivate innovative talents, and become developers of students' creative potential. In all aspects of organizing classroom teaching, teachers should always keep in mind that students are the center of classroom teaching and carefully design methods that can arouse students' initiative in classroom learning. The effect of classroom teaching is ultimately reflected in students. Only through students' personal practice and understanding can they acquire knowledge, which is the best way to learn. Therefore, in the teaching process. It is necessary to completely change the traditional teaching mode and concept of "injection", "spoon-feeding" and "teachers speak and students listen" and force knowledge into students' brains. Teachers should change from a "speaker" to a "screenwriter" and a "director", and create a situation where students can really learn while doing, just like a director tells a play to an actor, so as to promote students to consciously and actively learn knowledge and think. Of course, we should not only pay attention to students' mastery of double basics, but also use humorous and infectious language and clever mathematical thinking to stimulate students' interest in learning and cultivate students' confidence in learning. Promote the full realization of three-dimensional goals. In the process of teaching, we should really give full play to students' dominant position. This requires a fundamental change in our teachers' teaching methods. Let students learn first, and according to the teaching objectives revealed by the teacher, let them read books and teach themselves under the guidance of the syllabus. Then the teacher will carry out the next "teaching" according to the students' self-study. In this process of "teaching", what the teacher has to do is to teach him to "fish". Let students find problems and find solutions by themselves in self-study. In this process, teachers should guide students to participate in cooperative inquiry according to the problems exposed by students, so that teachers' "teaching" and students' autonomous learning can be completely integrated. Fourthly, an appropriate classroom capacity is a sign of an efficient classroom. The content of a math class should be designed reasonably, and the classroom teaching of math subjects is often full of math problems. In class, some math teachers often ask questions to students just to complete the established teaching content. Before students could think, they were asked to answer immediately, which violated the training requirements of mathematical thinking and was very ineffective. This formalism teaching method makes the classroom full of ineffective labor, which seriously affects the efficiency of classroom teaching. Some teachers let students read math textbooks, discuss and communicate, and do consolidation exercises, without any clear standard requirements. Students read and communicate aimlessly, the classroom organization is loose, the time utilization rate is low, and there are few effective learning contents. Therefore, in mathematics classroom teaching, we should give students some time and space to think, reduce "speaking and listening", increase "speaking and doing" and try "teaching and evaluating". At the same time, teachers should seize the opportunity to summarize, so that students' thinking can be sublimated and the classroom knowledge capacity and thinking capacity can be harmonious and unified. Don't deliberately pursue the completion of the established content. According to the actual classroom needs, fully let students discuss and think, make clear the essence of the problems you are involved in, and complete the mastery of the key contents, difficulties and points of the textbook. In other words, even if only half of the pre-designed questions are clearly explained to students in class, it is an effective math class. The above points are just my own experience in teaching practice. I believe that under the new curriculum standards, high-quality and efficient classroom teaching is a process and an idea.