First, the preparation strategy 1, teaching material analysis's new textbooks have the characteristics of connecting with life, paying attention to students' personality development and establishing inquiry learning methods. As a teacher, we should fully understand the intention of compiling textbooks, explore the connotation of new textbooks, make use of the new advantages of new textbooks and new courses, and make good use of living textbooks. There are many factors to consider in the analysis class before class, such as: what are the key and difficult points of this class? ; Is it necessary to realize the content of teaching materials and the teaching objectives of class hours? ; What do you need to add or delete? ; What needs to be adjusted or integrated? ; How does the mathematical thinking method permeate? ; How to lead in and how to end teaching? 2. Analyze the students' "Know yourself and know yourself, and fight every battle." Whether effective teaching can be achieved depends on whether one's students are prepared. We can analyze students in this way: Do students already have the necessary knowledge and skills for new learning? Have students mastered or partially mastered the knowledge and skills required by the teaching objectives? What parts are not mastered? How many people have mastered it? What is the degree of mastery? What knowledge can students teach themselves? What needs counseling and guidance? 3. Deal with the teaching materials, master the rich information resources in the teaching materials, maximize the use value of the teaching materials, and make effective use of the teaching materials. In teaching, teachers can also change the presentation form of teaching materials or adjust supplementary teaching materials resources according to teaching needs, so that students have the desire to learn. We can also make use of the materials or local characteristics that students are interested in to teach, boldly and reasonably supplement, develop new information resources and redesign them, so as to highlight the teaching focus, break through the teaching difficulties and better embody the new educational and teaching concepts. 4. Before designing the teaching plan, according to the new curriculum concept, the intention of compiling teaching materials, the factors affecting students' classroom emotions, students' learning situation, students' original emotional response, and teachers' own teaching styles, means and methods, plan out a practical and distinctive teaching plan. When designing every teaching link, including vertical teaching sequence and horizontal communication between teachers and students, teachers should give full play to their intelligence, create a variety of teaching arts, optimize the teaching structure, presuppose the possible situations of students, and take corresponding countermeasures, that is, prepare and consciously presuppose the whole teaching process. Second, the implementation strategy 1, changing the role of teachers "Mathematics Curriculum Standards" points out: "Teachers are organizers, guides and collaborators of mathematics learning." This view has been gradually accepted by the majority of teachers, but the recognition at the discourse level cannot naturally generate the corresponding teaching behavior. How to organize teaching activities reasonably? How to guide students to explore and communicate correctly? How to make teachers become students' partners in learning mathematics as a member of the same body? These questions make me think and explore, and we need to turn them into concrete teaching behaviors. 2. Guiding independent inquiry classroom teaching is the main position of students' independent learning. Teachers should implement open teaching and return the initiative of learning to students. The word "freedom" should be embodied in time, space and learning methods to ensure the time and space for students to study independently and choose their own learning methods. Encourage students to observe with their eyes, operate with their hands, think with their brains, and discover and master mathematical knowledge. Strive to do: let students ask questions, solve problems, understand methods, talk about ideas and analyze mistakes. 3. Pay attention to experience, and realize that students' experience is no longer passive acceptance and simple mode, but independent exploration and cooperation. A teacher designed "understanding of 10" like this: first, look for "1 0" from life: 10 finger,1class (10) ... Children are full of interest and give examples one after another. Create scenes closely related to students' living environment and knowledge background, so that students have emotional voices. 4. Strengthening cooperative learning in cooperative learning groups is conducive to cultivating students' spirit of cooperation and sense of competition, teaching students in accordance with their aptitude and making every student develop. The new textbook advocates the activity of classroom learning, so students can be divided into various cooperative groups for role performance, games, division of labor, project completion, presentation, discussion and debate. But we should pay attention to two points: first, let each student have his own clear cooperation task, and everyone has something to do, something to say and something to think about; The second is to create a cooperative atmosphere and adopt diversified cooperation methods. Third, the strategy of reflection. Teachers' effective self-reflection can run through the whole teaching process. Pre-class reflection: students' learning situation, curriculum resources available in class, teachers' own teaching styles, means and methods; Classroom reflection: teachers are required not to stick to the original teaching design in classroom teaching, but to make timely adjustments according to the actual situation of the classroom, and to think about whether the teaching strategies are properly used at any time, so as to "redesign" the original teaching design in time; Reflection after class: Has the teaching goal been achieved? If so, what are the signs? What is the gap between the prior design and the actual process? If so, how did you handle it? What are the problems in teaching? What's the key question? How do you plan to solve this key problem in the subsequent teaching? Are there any events that impressed you in teaching? If so, record it. Through reflection and summary, through reflection and adjustment, through reflection to achieve development. In short, in order to improve the effective teaching efficiency of primary school mathematics classroom, we teachers should persist in reform and innovation in mathematics concepts, forge ahead, strive to create a new world of primary school mathematics education, adhere to the principle of "solid and effective" in teaching practice, and strive to embody new teaching concepts in every teaching activity, so that our mathematics teaching will move towards the realm of seeking truth, beauty and simplicity.