The new textbook presents new ideas, new forms, new contents and new methods from a brand-new perspective, so as to cultivate students' practical ability and creative spirit, clarify the relationship between "teaching" and "learning", highlight students' "learning", and change students' learning methods based on students. However, during the activity, teachers were enthusiastic and tried their best to arouse students' learning enthusiasm, but the result was still lifeless and unsatisfactory. Cause analysis: Students are always in a passive position and don't want to be led by the teacher. As an education expert said: "In China class, physically, the students are sitting and the teachers are standing, but mentally, on the contrary, the standing teachers occupy the supreme position, and there is a trembling or even kneeling soul hidden in the body of the sitting students." From this point of view, it is an urgent task for our current mathematics teachers to create an efficient and high-quality mathematics teaching model that conforms to the law of mathematics classroom teaching and teaching objectives. And the core of this model is to make students move.

From the analysis of students' answers, it can be summarized as "no teaching, no new questions". In other words, the knowledge involved in the topic, the teacher did not teach or did not teach all, students will not answer; If the question is novel or the way of asking questions is different from that in the textbook, students will not answer it. It is found that teachers only teach students to passively accept knowledge, but not how to actively absorb it, which leads to students' mechanical imitation, not to mention the cultivation and application of innovative thinking. Therefore, it is the most effective way to cultivate innovative talents for teachers to strive to build a harmonious and efficient classroom and let students move in mathematics classroom. For example:

First, preview class-give students sufficient space for independent thinking and free discussion, and improve their enthusiasm.

In the past, I always hoped that students would understand and learn at once in class, but I didn't know that students would only be busy cleaning up or just follow the ladle, so it was difficult to have contingency thinking, let alone cultivate creative thinking. How to make students learn actively?

1. Carefully design the preview outline so that students can "explore" themselves.

Through the attempt, I am no longer afraid of wasting class time, and unilaterally pursue to improve students' ability to use methods. Instead, I weave the knowledge, methods, rules and tricks that students should master in this class into questions according to the teaching content, and form a preview outline, so that students can perceive, understand and apply knowledge by thinking or exploring these questions, thus forming skills, making the learning process of students a process of their own exploration and discovery, and truly becoming the subject of cognition.

2. Give students ample space for free discussion and let them "cooperate and communicate" by themselves.

I use group discussion to let students report the results of self-study to each other, and at the same time put forward problems to solve each other. Teachers should encourage students to ask questions boldly and solve problems by themselves. At the same time, teachers should provide psychological support for students to continue their studies, so that students can feel that teachers are "by your side" and can help you with your studies at any time.

Second, show class-give students more opportunities to show themselves and enhance their self-confidence.

Mathematics teachers should first play a good guiding role in classroom teaching, create opportunities and situations for students to develop their talents, and give students opportunities to show themselves and express themselves. Only by fully respecting students' dominant position can students open their hearts and think hard, thus changing the teacher-centered indoctrination teaching mode, which is easy to make students feel bored and bored. In addition, the teacher's comments are also very important in the exhibition. Teachers should give affirmation and praise when commenting, and encourage them constantly, so that students can often experience the joy of success and enhance their self-confidence.

Third, the feedback category-review and consolidation, up-to-standard testing, knowledge penetration and flexible application.

After the demonstration class, whether students of different levels can successfully achieve the expected goal of "eating well" needs feedback. I use the soldier-to-soldier activities among students to help the students in the group. Each group leader comments on the students who make mistakes in this group, and the students who make mistakes analyze themselves. But there is nothing I can do for a few group leaders who want to transform, so that every student can achieve his own learning goals, so that every student can learn mathematics that is meaningful to life and get different levels of mathematical knowledge. In each class, I usually take three good students and three poor students from a group for testing. Therefore, these students will not take the initiative to ask questions from the beginning of the preview class, and will actively strive for opportunities to participate in the exhibition class, effectively promoting the poor students to reach the standard, the average students to make progress, and the excellent students to compete.

Getting students to move is by no means posturing, nor is it just asking students to talk more. The ultimate goal of all the means used in the classroom is to educate students. Let students move, not by coercion, but by teachers' reasonable classroom teaching design. The biggest play of teachers' leading role is to creatively create students' lively main activities. The key to its operation is the creation of students' main activities, and its symbol is whether the main activities are lively or not. Therefore, the role of teachers is to arouse students' subjective consciousness, use their brains and make students become the real masters of the classroom.