In order to get high efficiency in class, we must make full preparations before class. If a teacher walks onto the platform without preparing lessons, he will be as flustered as a soldier who goes to war without weapons. Preparing lessons is not simply writing lesson plans, but preparing teaching materials and students. We should not only learn and understand the teaching materials, but also carefully consider the difficulties and difficulties in teaching. More importantly, we should understand the actual situation of students, choose the "breakthrough point" of classroom teaching according to students' cognitive rules, and design teaching activities reasonably. We should carefully consider the details of classroom teaching and give full consideration to students' possible cognitive bias. It is necessary to design emergency plans for possible situations to ensure the smooth progress of classroom teaching. We should also design high-quality targeted classroom exercises. Then, according to the design of the teaching process and the actual needs of teaching, it is equipped with necessary teaching AIDS or courseware and learning tools operated by students. It's made. Our classroom teaching often increases the classroom capacity in order to complete the task, ignoring the process of knowledge development, thus freeing up more time for students to train repeatedly, invisibly increasing the burden on students and extinguishing their interest in learning. For example, the trigonometric function of any angle: How to make students transfer the definition of acute trigonometric function and the knowledge of solving right triangle in junior high school to the definition of trigonometric function of any angle? According to students' life experience, rich situations are created, such as monotonous spring vibrator, the movement of a point on a circle, the change of four seasons, etc., so that students can feel the universal existence of periodic phenomena, understand the changing law of periodic phenomena, and realize that trigonometric functions are the product of the combination of numbers and shapes, which is the most essential place of trigonometric functions. Through multimedia information technology, the images produced by the rotation of the Ferris wheel are displayed, which makes students feel that mathematics comes from life and mathematics is applied to life, which stimulates students' interest in learning.

2. Preview is the magic weapon to implement efficient mathematics classroom.

In order to improve the efficiency of mathematics classroom, it is not enough for teachers to prepare carefully, but also to bring students in, which is to arrange students to preview: first, look at the preview content to see what they can understand and understand; The second is to find out what you can't understand in the preview content and mark it. The third is to write down your views on the preview content. Fourth, think carefully about the relationship between the content of this section and the previous knowledge. In this way, every student has sufficient knowledge and psychological preparation before facing new knowledge. In class, let students say what students say, let students do what students do, and let students finish what they can. Classroom teaching focuses on students' doubts and ambiguities, which makes the teaching process targeted, which not only improves the efficiency of classroom learning, but also mobilizes students' enthusiasm for participation.

3. Paying attention to every student is the basis of implementing efficient mathematics classroom.

There is a good saying: "The classroom is the place where students perform, not the place where teachers perform." No matter how well the teaching design of a class is, no matter how wonderful the teacher speaks, it is not an efficient class if the students can't really participate. In class, we should pay attention to every student in the class and give every student a chance to speak. Respect students' personality differences and never avoid any questions raised by students; Proper evaluation of students gives them confidence and motivation to learn. On the contrary, this will happen. Students in the upper and middle grades naturally get more attention from teachers, while poor students become idle, and at most they will take it one step at a time. He won't leave until the teacher urges him. After class, teachers should spend more time tutoring poor students. The more the teacher urges, the less students want to learn, forming a "vicious circle". Therefore, in order to make math class more efficient, teachers should pay attention to each student, admit their differences on the basis, let them learn by participation, by affirmation and with the encouragement of teachers, so as to gain the pleasure of learning.

4. Students should go through a cycle of "learning-thinking-practice".

What students learn in textbooks is indirect experience summed up by predecessors. We must turn indirect experience into our own direct experience, which is irreplaceable. How to turn indirect experience into direct experience requires an iterative process of "learning-thinking-practice". The process of thinking is a process of absorbing and internalizing other people's knowledge and a process of "ruminating". For students, the most effective way to learn is to do problems, and to test their mastery and understanding of knowledge and ability by doing problems. After doing the problem, store the knowledge and ability you have learned, and re-learn and ponder the knowledge you can't or haven't fully mastered through the textbook. Then, after thinking, we should practice. Why do some students make mistakes when they fall in love at first sight? The main reason is that I am too lazy to do problems and lack of practice. Learning is a question of knowing, while practice is a question of doing or not. Transfer to

5. Effective classroom exercise design is the guarantee of implementing efficient mathematics classroom. Practice is an effective means to acquire mathematical knowledge. In the past classroom teaching, there was such an illusion. After class, I feel that the class is very smooth and the classroom atmosphere is unprecedented. Students can also cooperate with the teacher's teaching, and the effect should be good. As expected, the quality of the work is extremely poor. In the final analysis, students have not consolidated their new knowledge through full and effective practice in class, and teachers can't check and fill gaps through classroom practice feedback and adjust the teaching process in time, so they can't get good results. So how to improve the effectiveness of classroom exercises? In the teaching process, the exercises we assign should follow the guiding principles, closely follow the objectives, train in class, limit the time, and be completed by students independently. Teachers patrol, collect answering information, show reference answers, discuss in groups, and comment on teachers, focusing on the thinking process of solving problems. As for basic topics, students' performance is often adopted, which not only lightens students' extracurricular burden, but also stimulates students' motivation to study again because of timely feedback of learning results. At this time, the teacher's thinking is clear, so it is timely and the effect far exceeds the extracurricular correction. In addition, students' differences should be recognized in the teaching process, students' differences in foundation should be recognized in the exercise design, and exercises at different levels should be designed in accordance with their aptitude, so that students at different levels can experience the joy of success in the exercises and get the development they deserve, thus providing the best guarantee for efficient mathematics classroom.