Weng Jun's teaching practice tells us that the learning effect of students and the success of teaching depend largely on the active participation of all students. Students actively participate in a wide range, the classroom efficiency will be high, the teaching effect will be good, and the academic performance will be improved. So, how to guide students to actively participate in improving classroom efficiency? Combined with my teaching practice and the characteristics of students in this class, I would like to talk about some experiences. First, stimulate interest in learning and improve classroom efficiency. Students' learning mathematics is a purposeful and conscious behavior, which requires an intrinsic motivation to achieve their learning goals. This purpose is the students' strong desire to learn mathematics. Only when students have this desire to learn can they actively participate in the whole learning process. Therefore, in the teaching process, we teachers should use various forms to stimulate students' interest in learning and arouse their enthusiasm for active participation, thus improving the efficiency of classroom teaching. 1. Creating situations to stimulate interest In teaching, interesting learning materials can arouse students' enthusiasm for learning mathematics. For example, after teaching "solving application problems with formulaic equations", I designed a situational exercise of "saving lambs". Just when the wolf wanted to eat the lamb, the mountain king tiger came. In order to show his "justice", the tiger stipulated: "If the lamb makes a mistake, the wolf can move forward. If it does it right, the wolf will take a step back and stay away from the lamb. " In such an interesting fairy tale situation, students' instinctive "sense of justice" was immediately aroused, their enthusiasm for learning was high, and they were extremely serious in doing problems. Under the correct practice of students again and again, the wolf was forced to retreat step by step. When the wolf retreated to the "river" and forcibly rushed into the river, the students' desire to "punish evil and promote good" was finally satisfied, and the whole class could not help cheering loudly. The classroom atmosphere reached a climax, which greatly improved the classroom efficiency. 2. Hands-on operation to stimulate interest. Because mathematics knowledge itself is abstract and boring, it contradicts students' thinking and lively characteristics based on concrete images. In order to reflect students' curious and active characteristics, strengthen students' cognition and understanding of various knowledge points, organically combine students' thinking and ability, and more importantly, let students participate in practice, stimulate their interest and make them eager to try. For example, in the process of teaching the derivation of parallelogram area formula, students actively explore, observe, discuss, discover and communicate by cutting, moving and spelling, and boldly derive the parallelogram area calculation formula. When the students converted the parallelogram into a rectangle by cutting and mending, they asked: What is the connection between the rectangle after cutting and mending and the original parallelogram? According to the above findings, can the calculation formula of parallelogram area be derived? After the operation, the students made clear the internal relationship between the two figures and established the spatial forms of rectangle and parallelogram, which made them have a lot to say and they were interested in participating. It is completely possible to process and sort out the formula, and classroom teaching is more effective. Second, select classroom exercises to improve classroom efficiency. Practice has proved that too much blind practice is unscientific. Not only can not stimulate students' positive thinking activities, but because of a large number of mechanical exercises, students' thinking will become dull, and with so much homework, their free time and rest time will be squeezed out, which will hinder the normal development of their thinking and make them in a passive state in learning. Therefore, in teaching, teachers should carefully select exercise questions according to the teaching objectives and requirements, combined with the actual situation of students, so that students can practice in a planned way, strive to be precise but few, practice on ideas, help students learn actively and improve classroom efficiency. Third, contact with real life to improve classroom efficiency. Mathematics comes from life, and life is full of mathematics. In teaching, it is necessary to closely contact with students' real life, find mathematics themes in the real world, make teaching close to life, and enhance students' consciousness of "learning and using mathematics". Deepen the consolidation of new knowledge in practical activities, so as to improve classroom efficiency. For example, in the teaching of "application of average", when learning the concept of "stride", I let students practice their own operations; In the teaching of "triangle area calculation", I asked students to measure and calculate the area of red scarf. Fourth, seize the generated resources to improve classroom efficiency. Teaching is student-oriented, and teaching is wonderful because of life. An action of a teacher, a flash of an idea, and a word may lead to unexpected generating events and infinite excitement. Although it is impossible to make an appointment, this event can be captured and magnified, which can benefit all students. Maybe we are not geniuses, but we need to cultivate a pair of eyes like geniuses, establish a strong sense of enjoying resources, cherish the resources generated by non-default in class, and capture and use them in time, thus improving classroom efficiency. In short, in the process of classroom teaching, we should use various effective ways to guide students to learn actively according to their psychological characteristics, so that students can learn things every minute every day and really improve classroom efficiency.