Learning before teaching means that students learn independently first, and then teachers put forward interactive learning between teachers and students to solve the problems according to the problems encountered by students in self-study. First of all, we must look at "learning first". We don't want students to simply read books, but to study by themselves under the guidance of teachers. First of all, we should put forward the learning objectives and requirements of self-study. After pre-school guidance, students will learn the relevant content by themselves with thinking questions and complete the test exercises within the specified time. The forms of self-study are various and flexible, which can be reading examples, texts, notes, doing experiments, correcting homework, doing exercises similar to examples and so on. When students study by themselves, teachers patrol when they find problems and write them down, but they don't talk or interfere with students' self-study. Let's look at "post-teaching", which is not the destination teaching of teachers, but the interactive learning between teachers and students and between students after students fully learn themselves. The specific link is: in the process of autonomous learning, teachers can accurately grasp the students' autonomous learning through patrol, and after the end of autonomous learning, mobilize students to solve the problems exposed in the process of autonomous learning through discussion, questioning and communication. Let the students who already know teach the students who can't, urge the students to cooperate and help each other, and achieve the goal of "apprentice" teaching "apprentice". "Learning before teaching is the responsibility of teachers, not teaching, but teaching students to learn"; Only by "learning before teaching and promoting teaching through learning" can the best teaching effect be achieved. It also embodies the educational ideas of "all for students", "all for students" and "all for students". At the same time, through such teaching, students can know how they learned and what they learned in this class.

Second, teach only if you can't learn, so that students can know what else I need to learn and achieve more effective learning purposes.

Only when I can't teach, can I let students know what I need to learn, improve their learning efficiency and master more knowledge. Traditional teaching, the teacher said a word, and the students listened carefully below. Through students' autonomous learning, they have learned some knowledge. When the teacher speaks, the students feel bored, and some students don't even listen to what you say. This will make students lose interest in mathematics and even hate learning mathematics. The key to improve the quality of junior high school mathematics teaching is to improve classroom teaching efficiency, change teachers' teaching mode, optimize students' learning methods and give students the initiative to learn. Teachers should learn from what students really need, such as explaining specific cases and arranging exercises after class, which can be explored by students independently and concluded with discussion. In the classroom, the teacher is no longer talking endlessly, the students listen passively, but the students actively discuss and operate enthusiastically, the teacher prompts and guides in time, and the students actively acquire knowledge. Teachers become organizers, guides and researchers. Correctly handle the relationship between "teaching" and "learning", thus greatly mobilizing students' learning enthusiasm, enhancing students' learning initiative and improving teaching quality. At the same time, it is more effective for students to understand the fun of learning and know what they don't have yet. Therefore, students have a strong belief in knowledge, a desire to solve difficulties and a thirst for knowledge. At this time, the teacher will explain, and the students will be more focused in class. In this way, I can teach when I can't learn, let students know what I need to learn, achieve more effective learning goals and improve teaching quality more effectively.

Third, reasonable guidance, so that students can grow up happily under the guidance of teachers.

Junior high school students already have a certain self-study ability. A little training on this ability can greatly improve the efficiency of junior high school mathematics classroom. In the current junior high school mathematics classroom education, it is not enough to rely solely on students' self-study ability. It is necessary to establish a cooperative system between teachers and students and between students, so that students can cooperate with each other, supervise each other and urge each other to improve junior high school math scores. On the basis of students' cooperation, set up a math study group and do a good job of preview before class. For the difficulties in preview, teachers should focus on explaining and solving them in class. After class, the study group should continue to play its role and do exercises after class. Only in this way can we improve the efficiency of mathematics classroom and achieve the goal of creating an efficient classroom. The significance of setting up a mathematics study group is to reduce the difficulty of students' mathematics study, improve their self-study ability, and let students learn and discuss knowledge points and difficulties without teachers, thus improving the efficiency of mathematics study. Therefore, the establishment of a cooperative system between students and the establishment of a mathematics study group is a beneficial exploration of junior high school mathematics classroom education, which is worth our efforts to explore. In this way, under the reasonable guidance of teachers, the mutual assistance between students effectively improves the learning efficiency, and also allows students to grow up happily under the guidance of teachers.

In short, the optimization of junior high school mathematics classroom teaching is to let students learn to learn independently, let students know what to learn and solve the problem of how to learn; Then on the basis of students' autonomous learning, I will find out what I still don't understand, organize teachers and students to cooperate to solve problems, and let students know what I need to learn to achieve more effective learning purposes; Reasonably guide students to study independently and cooperatively. This not only teaches students the knowledge in books, but also cultivates students' abilities of independent study, independent thinking and summary reflection. At the same time, it improves students' comprehensive ability, develops good study habits and improves teaching efficiency. Therefore, in the process of optimizing the efficient classroom of junior high school mathematics, we should do a good job in the new classroom teaching mode of learning before teaching, teaching without ability and reasonable guidance, improve the efficiency of classroom teaching, and finally achieve the goal of improving teaching quality.