First, the introduction should be innovative and arouse interest in thinking. Yu Yi, a famous special-grade teacher, once said, "The first hammer in class should knock on the students' hearts, arouse the sparks of their thinking, or attract the students as firmly as a magnet. Therefore, classroom teaching should pay attention to the art of introduction. A wonderful introduction can not only make students full of interest, but also arouse a strong thirst for knowledge. For example, when teaching "the understanding of circle", are there square and triangular wheels? Why? " "Then the ellipse is also without edges and corners. Is the ellipse ok? " Through the discussion of these problems, students are urged to think deeply, teachers follow the trend, and students' thinking is close to the characteristics of circle. This kind of teaching is easy for students to understand and can also stimulate the intention of meaningful learning. The great scientist Einstein said: Interest is the best teacher. Only when students have a strong interest in learning knowledge can they love learning, enjoy learning, learn learning well and learn knowledge well, thus enhancing their knowledge and increasing their talents. When I introduce new classes, I play games, make up stories, create suspense and create scenes. I can master the specific teaching according to the situation of the students in my class. For example, when I was teaching the least common multiple, I created a teaching situation like this: there was a small fishing village near the beautiful Taihu Lake, where two fishermen lived. One year, they started fishing in April 1. Everyone has made a rule for himself. The old fisherman said, "I have played for three days in a row, so I have to take a day off." The young fisherman said, "After playing for five days in a row, I have to take a day off." A friend from afar wants to use their rest day to enjoy a fresh and delicious "Taihu Fish Banquet". But he didn't know when to meet them at the same time. Classmate, will you help them choose? A dialogue between two fishermen and an April calendar are printed on the screen. ) This kind of teaching is like a magnet, which arouses students' interest in learning and attracts their attention from the beginning, just like throwing stones on a calm lake, causing a ripple and turning "I want to learn" into "I want to learn". Improving the efficiency of new teaching is the key to improve the efficiency of classroom teaching. Therefore, in classroom teaching, we should pay attention to cultivating and improving students' thinking ability, constantly expanding students' thinking space, enhancing students' participation consciousness and fully mobilizing students' enthusiasm. Pay full attention to the training of children's thinking. Mathematics is a logic subject. It is abstract, accurate and widely used. Mathematics teaching is the teaching of mathematical thinking activities. Based on the understanding of these two characteristics, I think the core of mathematics classroom teaching is to cultivate students' thinking ability in any situation. Many experts also mentioned the evaluation criteria of a class in their lecture reports. Experts agree that the success and effectiveness of a class depends on whether classroom teaching effectively promotes the development of students. Whether students participate in the essence of thinking. In my opinion, to achieve the above effect, teachers should not only carefully design classroom teaching, but more importantly, teachers should have more practical wisdom and superb organizational art, so as to introduce students of different levels into problem situations to participate in thinking, so that students of different levels can develop accordingly. For example, when I was teaching the second volume of Two-digit Addition and Oral Calculation in Senior Two, it coincided with Arbor Day. I designed this class as a tree planting activity class: first, let a "small buyer" go to the seedling supermarket to buy two kinds of seedlings and calculate their prices (36+28 = 64), so that the whole class can verify the correctness of the prices by different calculation methods after thinking, discussing and communicating. So as to buy saplings smoothly. Some use the method of adding ten digits respectively, some only divide 28 into 20 and 8, and then add them to 36 respectively, and some call the method of taking 4 from 28, giving 36 40 and adding 24 ... A child even regards 28 as the method of adding 30 and 36, adding 2 more and subtracting 2, which has welcomed applause from all the students. Then, I reviewed these methods. Let the children find their own way, go to the sapling supermarket again to buy two labor tools needed for planting trees, and verify the correctness of the results with the same group. In this way, let children develop the habit of thinking in multiple angles and ways from an early age. With the improvement of grade, students will solve some complicated problems and consider and analyze them from the perspective of divergent thinking. And this activity design will let children feel the value of mathematics personally. I feel that there is mathematics everywhere around us, which is the curriculum reform concept of "everyone learns valuable mathematics and everyone can get the necessary mathematics" to be realized in the curriculum standards. New teaching is the central link of a class, and improving the teaching efficiency of new teaching is the key to improve the classroom teaching efficiency. Therefore, in classroom teaching, we should pay attention to cultivating and improving students' thinking ability, constantly expanding students' thinking space and enhancing students' awareness of participation. Fully mobilize students' enthusiasm, initiative and creativity, and give full play to the leading role of teachers, students' main role, leading role of teaching materials, transfer of old knowledge, interaction between students and emotional interaction between teachers and students. It is necessary to combine theory with practice, and teach students in accordance with their aptitude. 2. Confiscate the preset and pay attention to the generation. To build an efficient mathematics classroom, we should pay attention to both careful presupposition and generation. Presupposition is the teacher's design prospect of teaching methods, teaching means and teaching links based on curriculum standards. The purpose is to make classroom teaching orderly and effective. Generation naturally appears in the classroom. This appearance is inseparable from the careful design of teaching materials. Of course, it is also expected. Presupposition and generation are a contradictory unity. Without sufficient presupposition, there will be no wonderful generation, which is the basis of generation. Generation is the supplement and expansion of presupposition, which complement each other and are equally important in the teaching process. As a math teacher, we must first have the consciousness of a generation, and tolerant acceptance comes from the generation of students. Be good at grasping and screening effective generation resources. I remember when I was in "The Meaning of Fractions", I asked students to find a quarter of the eight blocks. The students gave different answers, some thought that 1 block was a quarter, some thought that two blocks were a quarter, and some thought that four blocks were a quarter ... At that time, I didn't immediately deny the wrong students or drag them away with preset questions, but seized the new dynamically generated resources, showed the art of dynamically generated, and achieved the purpose of using generation skillfully to promote students' development. As bloom said, "people can't predict the all-round results of teaching." Similarly, without unexpected results, teaching will not be an art. It is necessary to fully embody that "mathematics teaching is the teaching of mathematics activities". Math activities are not ordinary activities. It is an activity that allows students to experience the process of mathematization and to construct their own mathematical knowledge. Mathematical activity is the thinking field of students' mathematical thinking. The role of teachers is to create a "thinking field", rather than directly affecting students' thinking. Aristotle said: Thinking begins with surprises and questions. Therefore, we teachers should stimulate students' thinking through mathematical activities. Third, practice should be refined and thinking should be developed through training. Reasonable exercises are for students to learn mathematics. A regular practice of expanding thinking is also a window for information exchange between teachers and students. Homework should be a kind of life, an activity, focusing on the development of students, rather than a single, rigid repetition. As a new curriculum standard, the design of mathematical exercises should reflect its effectiveness and highlight its reality, development and activity. I think: 1, exercises should be "entertaining". In order to solve this contradiction and improve classroom efficiency, it is necessary to design some "entertaining" exercises. According to the age characteristics of students, I often design some competition exercises such as "Happy Competition", "Winning ABC" and "Climbing the Peak". The same calculation exercise has different effects in different situations. Students are interested in learning only when they do problems in such an atmosphere of "entertaining". It is also very strong. For example, when I was teaching "Looking for Laws" in the first grade, I designed a game of "Picking the Fruit of Wisdom". I arrange every exercise in every wisdom fruit. Every time a student does a problem correctly, the wisdom fruit will fall and be distributed to everyone, which fully mobilizes the students' enthusiasm for learning and makes them taste the happiness of success. This kind of exercise avoids the distraction caused by repeated mechanical exercises and makes students unconsciously. Changing "I want to practice" into "I want to practice" has increased the fun of practice. 2. Practice should be open. The new curriculum standard points out that teachers' "teaching" and students' "learning" in mathematics learning must be open and diverse. Classroom practice is a concrete measure to make students master knowledge skillfully and cultivate their thinking quality. Practice should deliberately reduce the mandatory elements, increase the openness of practice and make students' thinking more open. I designed such an open activity exercise: show students the scene of the store and put out various items for students to buy. Suppose each student prepares 5 yuan money, and four students are in a group, and each group discusses how to buy it reasonably and to their liking. In this process, it should be very difficult for the first-year students to calculate the total price and pay attention to the quantity and types, but because the students are in a specific situation (. Active thinking, teamwork and innovation are naturally stimulated. In fact, each group did a good job. Teaching examples prove that providing a broader and more open practice space and time for students' thinking can enable students to realize the diversity of problem-solving strategies, and at the same time continuously improve students' ability to analyze and solve problems, thus maximizing their creative potential. Expanding the final stage of thinking classroom teaching with activities is an organic part of the whole classroom teaching process, and it is an important link to systematize, organize and network knowledge, so as to deepen the understanding of knowledge and reduce the memory burden. It is of great significance to develop interest and strengthen goals. If a fascinating beginning is half the battle, then the finishing touch will consolidate the success. Therefore, class summary can be based on the content of this class, or set suspense, or play games, thus expanding students' thinking and improving their cognitive ability. The end of the class is an extension of a knowledge point: the end is a question mark, not a period. For example, after teaching the simple conversion of RMB, I arranged a practical assignment: going to the supermarket with my parents, buying some daily necessities and learning to settle accounts. The next day, I will report to our classmates, so that they can verify and improve their knowledge in life practice. Secondly, in teaching, I pay attention to extending my interest in exploring mathematical knowledge to my feelings about mathematical culture, so that they can realize the mystery of mathematics and the greatness of mathematicians in past dynasties. For example, after I finished teaching, I assigned an extracurricular reading task, "How did people express time before clocks were invented a long time ago?" So as to guide students to read more extensively in mathematics. In short, to create an efficient classroom teaching of primary school mathematics, we must base ourselves on students' cognitive development level and existing knowledge and experience, create vivid situations to show knowledge background, turn new knowledge into living water, attach importance to students' individual thinking performance, promote the exchange and cooperation of thinking among students, guide students to make critical thinking, and strive to broaden their thinking space.