Classroom efficiency is the goal that our teachers have been paying attention to and persistently pursuing. This paper attempts to put forward some thoughts on improving the efficiency of mathematics classroom teaching in primary schools from three aspects: in-depth interpretation of textbooks, optimization of teaching process and establishment of harmonious teacher-student relationship: interpretation of textbooks is the foundation, and attention should be paid to understanding the new curriculum concept and the intention of textbooks; Optimizing teaching process is the key, including optimizing teaching objectives, optimizing teaching methods, dealing with the relationship between presupposition and generation, and paying attention to the effectiveness of group cooperative learning. Establishing a harmonious relationship between teachers and students is the guarantee to improve the efficiency of classroom teaching. Classroom efficiency is the goal that our teachers have been paying attention to and persistently pursuing. The author made the following thoughts on improving the efficiency of primary school mathematics classroom teaching: \x0d\ 1. It is the key to improve the efficiency of primary school mathematics classroom teaching and optimize the teaching process. The teaching process is a unified activity process for both teachers and students. No student is a blank sheet of paper before entering the classroom. According to constructivism, knowledge exists objectively, but everyone has different understanding of the world and the meaning given to it. Learners construct their own knowledge system in the process of knowing, explaining and understanding the world. \x0d\ (1) Optimizing teaching objectives \x0d\ Teaching objectives determine the direction of teaching activities, the selection of teaching contents, methods and means, and the improvement of teaching efficiency. The traditional teaching goal is "one size fits all", ignoring the individual differences of students. It is unrealistic and utopian to tailor different teaching goals for each child, but it is feasible to set hierarchical goals. It can be divided into lower limit goal, upper limit goal and development goal. For example, when the teaching algorithm is diversified, the author requires students with weak ability to master only the basic algorithm, while students with good ability are required to use multiple algorithms. Students with better ability learn to choose the best or come up with a better method on the basis of using a variety of algorithms. In this way, we can design differentiated teaching objectives from students' cognitive differences, and finally "promote all students to get their due development at the original level." \x0d\ (2) Deal with the relationship between presupposition and generation \x0d\ To improve the efficiency of classroom teaching, we should pay attention to both presupposition and generation. Presupposition is a teacher's design view of teaching methods, teaching means and teaching links based on curriculum standards. The purpose is to make classroom teaching orderly and effective. Generation happens naturally in the classroom, which is inseparable from the careful design of teaching materials, and of course it is 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. \x0d\ As a math teacher, we should first have a sense of generation, tolerate generation from students, and be good at grasping and screening effective generation resources. In the class "The Meaning of Fractions", Mr. Zhu Guorong asked the students to find a quarter of the eight pieces. Students have different answers, some think that 1 block is a quarter, some think that two blocks are a quarter, and some think that four blocks are a quarter? At this time, Mr. Zhu did not immediately deny the students who made mistakes, nor did he drag the students away with preset questions. Instead, we should guide them appropriately and flexibly, grasp the new resources generated dynamically, show the art of dynamic generation, and achieve the purpose of skillfully using generation 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 "\ \x0d\\x0d\ (3 3) Pay attention to the effectiveness of group cooperative learning \x0d\ 1. Group cooperative learning should emphasize effectiveness \x0d\ Group cooperative learning refers to mutual learning with clear division of labor for students to accomplish common learning tasks in groups. Cooperative learning embodies the concept of the new curriculum. In the teaching process, everything can't be cooperative learning in groups, but should be organized according to the needs of students and teaching. For simple content, there is no need to study in groups. For difficult content, students should be given time to think independently before organizing group cooperation. In this way, everyone has the participation of thinking, and everyone can learn mathematics. As the saying goes; There are no rules, Fiona Fang. When organizing group cooperative learning, the teacher's first step is to formulate corresponding rules. The key to cooperative learning is that teachers should scientifically form learning groups, that is, follow the principle of "homogeneity among groups and heterogeneity within groups". According to students' learning ability, personality hobbies, grades, etc. Students with different characteristics and levels can be grouped and optimized. Group cooperative learning aims at cultivating students' cooperative consciousness and ability. In the parents' open day organized by the school, the author asked the students to work independently in groups of four when teaching application exercises (grade four): first, put the application questions together completely; Second, read the questions; Third, write the formula; Fourth, talk about the way to solve the problem. In the process of feedback, it is proved that the fourth-grade students can make reasonable arrangements and complement each other. Spelling with strong hands-on ability, reading with high reading level, writing with strong writing ability and speaking clearly. It shows the effectiveness of group cooperation, so that everyone can get exercise, give play to their own strengths and get unanimous praise from teachers and parents. \x0d\2。 Strategies for cultivating students' cooperative ability \x0d\ In classroom learning, cooperative groups often show poor cooperation. On one occasion, when the teacher invited the students to cooperate in groups, the author observed the following phenomena: some students looked on coldly with their chin cupped, some students slipped to other groups, and some students looked around? Therefore, teachers should adopt strategies to cultivate students' cooperative ability: (1) Encourage students to learn to express their views. Group cooperative learning requires each member to actively support and cooperate with each other, communicate effectively, especially face-to-face interaction, clearly understand each other's ideas and viewpoints, and actively assume their own roles. Encourage and guide those students who are introverted, shy and afraid to speak. (2) Guide students to learn to listen. Listening is easier said than done. First of all, we must establish a sense of listening. Teachers should tell children that if they want to be respected by others, they must first respect others, and listening is a way for you to respect others. Secondly, praise those students who are willing to listen carefully in public and set an example. Finally, comment on which students have learned to listen. (3) reach a consensus. Let students effectively solve the cognitive conflicts in the group, so as to solve problems, understand knowledge, and establish and maintain mutual trust among group members. \x0d\ Second, improving the efficiency of mathematics classroom teaching in primary schools and establishing a harmonious relationship between teachers and students are the guarantee for teachers to preach, teach and dispel doubts. As we all know, only by "learning from its teachers" can we "believe in its way". Which teacher children like will be more beneficial to the teacher's class. Modern educators believe that students will actively explore knowledge on the basis of democracy, equality and friendly cooperation between teachers and students. Therefore, a harmonious relationship between teachers and students can not only improve the efficiency of classroom teaching, but also make students grow up physically and mentally. \x0d\ (1) Fully understanding students \x0d\ Mathematics curriculum standard points out that mathematics curriculum in compulsory education stage should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students' learning mathematics, and emphasize that starting from students' existing life experience, students should personally experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can understand mathematics, think about their abilities, emotional attitudes and values. Understanding students' existing knowledge base and life experience can avoid the disconnection between teaching and learning in classroom teaching; Understanding students' interests can arouse students' resonance with the teaching content; Knowing students' learning state can truly reflect students' main role. \x0d\ 1。 Starting with understanding students to prepare lessons \x0d\ Starting with understanding students is conducive to the infiltration of mathematical thinking methods, the creative use of teaching materials, the creation of a good teaching environment and the effective solution of teaching difficulties. Learning is not a process of students passively accepting information, but a process of assimilating and adapting knowledge on the basis of original knowledge. Finding out students before teaching and constructing and reorganizing knowledge structure according to their original knowledge system can make teaching get twice the result with half the effort. If you want to know students better, you must establish an interactive relationship with them. Through the author's practice, the effect of students' conversation in extracurricular activities is better. Because students think that the teacher is chatting with him, they are relaxed, easy to speak freely, and can get the answers the teacher wants smoothly. If you have reservations about your child's performance at school, it must be naked and open at home. Therefore, home visits can help teachers understand students more completely and establish friendly relations among teachers, children and parents. \x0d\\x0d\2。 Pay attention to students' learning status in the classroom \x0d\ Traditional teaching pays attention to students' learning results. Modern teaching pays attention not only to the results of students' learning, but also to the process of students' learning. In the process of organizing classroom teaching, we should always pay attention to students' learning situation and capture their eyes, expressions and movements. What students think, say, explore and experience in class becomes the focus of classroom evaluation. The author requires students to complete the exercises in the book independently. Suddenly, all his life, he said loudly, "There is a pigeon whose letter can't be delivered." The author smiled and asked which one it was, and other children rushed to answer: "15-9." In the vast activity space left by the teacher, the children found extra conditions themselves, which shows that students are the masters of learning. Imagine that if the author immediately criticized the voice that appeared rashly at that time, not only the students' thinking would stop, but even the enthusiasm of other children would be affected. Cai Linsen said: "Concepts, laws and truths are worthless when they are spoken by teachers. Students must feel, experience and discover through self-study and discussion. " \x0d\ (2) Creating a democratic teacher-student relationship \x0d\ The new curriculum attaches great importance to the role of educational evaluation, and the improvement of classroom efficiency is closely and positively related to it. Harmonious teaching evaluation enriches students' learning activities and promotes the development of teacher-student relationship. We all use evaluation in class. From the evaluation subject, it can be divided into teachers and students, students and teachers; Judging from the evaluation means, there are body language such as spoken language, admiring eyes and kind smile. For example, "Your idea is unique and we can discuss it." If the questions raised by students are really valuable, the teacher should immediately affirm: "Your questions are valuable and the teacher attaches great importance to them." \x0d\ If conditions permit, students can be organized to discuss together. Effective evaluation can not only point out the advantages and disadvantages, but also motivate students to learn. Sometimes, we will hear comments like "not bad" and "not bad" in class. It is simple for teachers, but it lacks pertinence for students, which may even dampen students' learning enthusiasm and weaken their learning initiative. In order to guide students to evaluate others, some teachers will say, "What do you think of what he said?" ? The author thinks that the self-evaluation link of students in class is relatively thin, and teachers can do it thicker. For example, "What do you think of your findings?" This will help students form the habit of self-evaluation and master the methods of self-evaluation. Therefore, I can find my own shortcomings in knowledge, skills and way of thinking in time and adjust them constantly. To sum up, improving the efficiency of primary school mathematics classroom teaching should be an organic whole of in-depth interpretation of teaching materials, optimization of teaching process and establishment of harmonious teacher-student relationship. There are still many aspects to be studied to improve the efficiency of mathematics classroom teaching, but the most crucial thing is the teacher. Teachers' basic quality and teaching level are directly related to the improvement of classroom teaching efficiency. As a front-line math teacher, the author should constantly update the educational concept, improve the professional level, be brave in practice and innovation, and do a good job in every math class for the lifelong development of students.