To build an efficient classroom, teachers should do well in the following aspects: 1. According to students' learning, living environment and experience, create high-quality problem scenes. Adequate preparation before class is the premise of creating "efficient classroom". I quite agree with the view that "teaching objectives should be preset". Classes that are not fully prepared are definitely inefficient or ineffective. Classes are like fighting, and preparing lessons is like preparing for war. The key to preparing lessons lies in preparing knowledge, methods and students, all of which are indispensable. Preparation knowledge is a "bosom friend". When preparing lessons, teachers should not only prepare the existing knowledge in textbooks, but also read a lot of relevant materials, fully grasp the knowledge background of this lesson, and put local knowledge into the overall knowledge background to learn. Because it is difficult to reflect the practicality of mathematics without problem scenarios; It is difficult to attract students' attention and interest without problem scenarios; There is no problem scenario, and students have no background to think about problems and make judgments; Without problem situations, students have no expectation to solve problems; Without problem scenarios, students have no room for assumptions and guesses; There is no problem situation, and the communication between teachers and students lacks foundation. Only in this way can students feel "reaching the top, the other mountains all appear dwarfs under the sky.". By mastering knowledge. To prepare students is to "know yourself and know yourself". When preparing lessons, teachers must master students' recent knowledge development fields, know how many students have life experience in this field, know how many students have the knowledge base to master new knowledge, and know how many students can master what the teacher said in this lesson. Because this is the key to whether this course can arouse the interest of most students, and students' interest in learning is an important factor for us to improve classroom efficiency. The way to prepare is to study strategy and tactics. When preparing lessons, teachers must know how to highlight key points and how to overcome difficulties. 2. Teachers should be based on the characteristics of students' love of worship and imitation, and have a good appeal through strong classroom control ability. Teachers' strong classroom control ability is a necessary condition for efficient operation of the classroom. To do this, teachers must have three excellent basic skills: (1) language, (2) writing on the blackboard and (3) strict logical thinking. The classroom is a place where teachers and students interact. How can teachers firmly attract students' attention? Imagine how a teacher can attract students' listening without cadence and humorous language. Without beautiful blackboard writing, how can students learn to summarize, summarize, express and know whether the writing format is standardized or not, and how can they attract students' vision? Without rigorous logical analysis of knowledge, how to give students the light of wisdom and enlighten their minds, and where do students' abilities come from? So I think if teachers have these three points, students will appreciate you and admire you, and they will be interested in your class. I believe that interest is the best teacher. 3. According to the characteristics that students attach importance to feelings and true feelings, teachers should have sincere feelings and produce high efficiency through affinity. If the first two are the hardware to build an "efficient classroom", then this one is the software guarantee to build an "efficient classroom". Because the object of our work is people with flesh and blood and feelings. The "true feelings" mentioned here have two meanings: the first meaning is that teachers should impart knowledge to students with true feelings, and teachers must first touch themselves in class before they can touch students. The second meaning is that teachers should really care about their students. What teachers ask students to do, they must do it first, and they must do it well. For example, if students are required to listen carefully, do exercises and review and consolidate in time, then teachers must prepare lessons carefully, listen carefully, wholesale students' homework and test papers in time and give feedback to students in time. Only in this way can we prove that this is equality. As well as the establishment of a friendly and pleasant relationship between teachers and students, generally speaking, teachers have an instinctive love for those students with excellent academic performance, care more about them, communicate more easily and establish easily. But teachers of students with learning difficulties should also treat them equally. When he asks you for knowledge, you should help him with more patience and care. In class, we should respect students' individual differences and truly teach students in accordance with their aptitude. Knowing that these students have limited cognitive ability, don't embarrass him with difficult problems, which will embarrass him and hurt his self-esteem. If some simple questions are used to encourage such students to answer, it will make them feel a sense of accomplishment, improve their interest in learning, stimulate their enthusiasm for learning, and even help them build or regain some self-confidence in learning. When he violates discipline, you must severely criticize him, but don't turn against him after criticism and show your dislike for him. Instead, we should continue to care about him, find some subtle highlights of him and encourage him to make progress. Only in this way will he think that you are sincere to him, but treat you as a serious friend and be willing to get along with you. Trust you, depend on you. If we can establish such a harmonious teacher-student relationship with students, then we will certainly make our classroom an "efficient classroom". 4. According to the students' knowledge structure system, infiltrate and discover new knowledge from the latest development field of students' knowledge. When teaching a new lesson, it is necessary to pave the way for appropriate life and study situations, so that students can feel deja vu about the new content they want to learn first, and they will feel that they can pick peaches with a "jump" instead of feeling distant and unfamiliar. This is the behavior that students are afraid of and avoid. According to the connotation and extension of new knowledge, students can explore ways to solve problems. According to the characteristics of middle school education, students learn a lot of mathematics knowledge from the actual life and the inherent needs of mathematics. Whenever we want to learn a new lesson, we should let students know why they want to learn these things and where they come from by learning concepts, and solve the problems: "what"-the concept tells you what to call it, "what to do"-what the concept is used to solve, and "how to do it"-application. By observing, thinking, thinking and doing, students are given a chance to "speak". We don't hesitate to sacrifice some time for any problems we encounter. Let the students give examples and talk about their own understanding and ideas. Let students combine new knowledge with their real life practice to help them understand problems and integrate knowledge. Give students the opportunity to write original questions. How to make students get "transforming practical problems into manageable mathematical problems;" The ability to find, apply or create appropriate mathematical methods to solve problems is not simple, it is more difficult than enabling students to acquire some mathematical knowledge. Through the basic system of "problem scenario-modeling-explanation and application", the content of mathematical application is arranged from multiple angles and levels. Let students have a thirst for knowledge and stimulate their enthusiasm for learning. Let students "turn practical problems into mathematical problems that can be handled but are useful to the original problems"; Find, apply or create appropriate mathematical methods to solve problems. "6. According to the requirements of knowledge and ability, cultivate students' ability through hierarchical, graded and targeted exercises. In class, teachers can compile exercises at four levels according to the content of the class, such as direct solution, ability, improvement and expansion, so that each student can learn, participate and feel independently from beginning to end, and realize the openness and participation of everyone in class teaching, so that everyone has a sense of gain and accomplishment, thus enhancing students' interest and motivation in learning mathematics. 7. According to the feedback and teachers' knowledge, communicate and interact effectively to promote their common development.