As a student of 2 1 century, it will be difficult to keep up with the times without mastering the course of information technology. Primary school is the stage of laying the foundation. To lay a good foundation for learning information technology, we must improve the effectiveness of classroom teaching of information technology in primary schools. Teaching effectiveness refers to the activities organized and implemented by teachers in teaching activities, with the least time and energy input, to achieve as many teaching effects as possible and achieve specific teaching goals. Effective classroom is not to mechanically produce some stereotyped brains, but to cultivate fresh and creative students. So how can we effectively improve the efficiency of information technology classroom teaching? Key words: information technology effectiveness, teaching effectiveness, efficiency, how to guide students to quickly integrate into classroom teaching, better achieve classroom teaching objectives, and better play the role of improving classroom teaching efficiency. First, "being familiar with teaching materials" is the premise of improving the effectiveness of classroom teaching of information technology in primary schools. Only by thoroughly understanding the teaching materials and clarifying the key points and difficulties of the text can teachers adjust the roles of teachers and students in time according to the actual performance of students, design valuable questions for students to discuss, and make classroom teaching glow with initiative, autonomy and exploration. Information technology is constantly developing, and its development speed is very amazing. It is common for textbooks to fall behind the times. Therefore, information technology teachers should properly adjust and expand the content of teaching materials when preparing lessons. The success of classroom teaching depends largely on whether the teaching ideas are clear or not. When teachers are familiar with and study textbooks, they will gradually have a complete idea of how to teach. Mr. Ye Shengtao once said: "Teachers' teaching is not a total teaching, but a camera induction. "This kind of induction is the teaching concept, and the process of induction is the embodiment of teaching concept in teaching activities. Secondly, "reasonably creating teaching situation" is the key to improve the effectiveness of classroom teaching of information technology in primary schools. Only when the teaching ideas are very clear can we create vivid teaching scenes for each class. A good beginning is half the battle, so the introduction of the teacher is very important at the beginning of each class. Wonderful opening remarks can arouse students' great interest in learning and guide them to enjoy and participate in teaching. The psychological characteristics of primary school students determine that they are easily curious about all kinds of new creatures, and then have a strong thirst for knowledge. For example, when teaching Insert Picture in Word software, I designed such an import process: I first used radio teaching to let students enjoy some illustrations made by previous students, including exquisite greeting cards and poems. After reading it, the students whispered: "How beautiful!" "How can I make such a beautiful greeting card?" They have a strong thirst for knowledge in their eyes. I seized the opportunity to tell the students: "These works are made in Word." And inspire students: "As long as you use your head and use your free imagination, you can do it, and you can do it better than them." The students are very attentive when listening to the class and very active when operating. This kind of introduction creates a relaxed learning scene, really arouses students' passion, and lays a solid emotional foundation for the next independent inquiry. Thirdly, "effective teaching method" is the core to improve the effectiveness of classroom teaching of information technology in primary schools. Task-driven teaching method is a teaching method based on constructivism learning theory. It emphasizes that students, driven by "tasks" in real situations, acquire knowledge and cultivate skills by exploring and solving tasks or problems in an autonomous and cooperative environment and in an atmosphere of discussion and interaction. Its basic characteristics are "taking tasks as the main line, teachers as the leading factor and students as the main body". When designing the "task", we should focus on the following aspects: (1) Carefully design the task in combination with the teaching content and students' characteristics. In the teaching process, design a big task for each module in the textbook, which contains all the knowledge points of this module. Then divide the big task into several small tasks, each small task contains one or several knowledge points, and each class completes one or several small tasks. For example, when learning the module of "Function and Use of Word", the big task I designed was to ask every student to compile a beautiful electronic newspaper. This chapter has the following five knowledge points: 1, the basic concept of Word, the establishment of editing documents; 2. Set the font, font size and paragraph layout; 3. Page setup and document printing; 4. The graphic function of 4.Word; 5. The table function of 5.Word. I divide the big task into five small tasks, each small task contains a knowledge point, and each class completes a small task. In addition, it is also important to design tasks for students with fashionable and interesting things. For example, when teaching "optional graphics", my design task is to design a picture of "underwater world" with optional graphics. Because students are very interested in this task, their enthusiasm for learning is very high. After completing this task, students quickly mastered the use of various optional graphics. (2) The task design should be hierarchical and pay attention to the infiltration mode. Task design should be hierarchical, giving students a certain space for independent thinking, exploration and self-development, and cultivating students' ability to acquire knowledge and skills through exploratory learning methods. For example, I made a task card and an upgrade card when I was studying PowerPoint Insert Voice. The basic task card is: ask students to insert sound into the file and add sound when setting custom animation; The upgrade card is to let students collect all kinds of sound materials through different channels and methods, and then make multimedia works with different tools and software (such as tape recorders in Windows, Super Jieba and so on). The students have created many works with individuality. For example, a student's work "Appreciation of Ancient Poetry" is not only accompanied by elegant classical music, but also includes students' own recitation recordings, and the work is very creative. (C) Task design should pay attention to the integration with other courses. It is clearly pointed out in the "Guidelines for Information Technology Courses in Primary and Secondary Schools" that "we should pay attention to training students to use information technology to learn other courses.