In recent years, under the guidance of innovative education theory, in teaching practice, I try my best to pay attention to independent inquiry, experience, cooperative discussion and innovation, and implement them in the teaching process. However, I often feel that the teaching effect is not ideal after a class, and I often think about how to improve the effectiveness of classroom teaching after class. Effective teaching refers to the use of appropriate teaching methods in a limited time and space to stimulate students' enthusiasm and initiative in learning, so that students can participate in the learning process and gain a lot of truly understood and effective knowledge. At the same time, fully cultivate and exercise students' innovative spirit and practical ability, form good emotions, correct attitudes and values, and promote students' all-round development. Therefore, improving the effectiveness of teaching is a concrete manifestation of promoting development, reducing the burden and comprehensively promoting quality education. In the specific teaching process, I made some attempts from the following aspects.

First, re-create teaching materials according to students' specific conditions.

Although the current textbook has been gradually improved through many reforms, its knowledge content is systematic and scientific, and it is close to students' real life. However, teaching materials are only one of the foundations of teaching. The same textbook will produce different teaching effects for different students in different regions or even in the same region because of different students' specific conditions. Therefore, we should establish a new concept of "teaching with textbooks" instead of "teaching textbooks".

(1) Processing, classifying and reorganizing teaching materials into effective knowledge with fluidity, reflection and regeneration is beneficial to students' exploration and innovation. In order to facilitate primary school students to understand and accept, textbooks often present some basic phenomena and facts, which need to be processed and refined by teachers; In addition, the teacher also needs to classify some knowledge points presented in the textbook to determine the key points and difficulties. For example, when the first volume of the People's Education Edition teaches nine plus several, only a few different algorithms appear in the textbook. What is the focus of this lesson? I think we should not only let students experience the process of exploring algorithms, but also let them know different algorithms and master at least one method that suits them best, so as to improve the speed and accuracy of calculation.

(2) Changing examples to be close to the reality of students' life and improving learning efficiency.

Some examples in the textbook are not closely related to students' life, and students often feel that these learning contents have nothing to do with themselves, so the inquiry activities are not active enough. Therefore, when designing teaching and teaching, we should consider the breadth and depth of students' participation in learning, pay attention to excavating the ideological materials contained in the teaching materials, provide students with as many opportunities for thinking as possible, help students gradually master the logical thinking methods of analysis, synthesis, abstract generalization and judgment and reasoning, and enable students to think and solve problems rationally, rationally and methodically. Effectively improve the efficiency and quality of students' learning.

Second, stimulate students' learning motivation and interest and improve efficiency.

Mathematics is a basic science, but this does not mean that the teaching adopts a purely rational method. Because teaching is not only a cognitive process, but also a process of emotional communication between teachers and students. Only by mobilizing students' positive psychological factors in teaching can we tap the learning potential and promote the more effective development of wisdom. In mathematics teaching, it can mainly stimulate students' learning motivation and interest and improve efficiency.

(A), stimulate motivation

Learning motivation is the internal motivation to promote students' learning, which can be divided into direct motivation and indirect motivation. The direct motivation is curiosity, which comes from knowledge itself. Indirect motivation comes from the outside related to learning, so appropriate measures must be taken to stimulate students' direct and indirect learning motivation in teaching. For example, through teaching, students can realize that mathematics knowledge is very useful in real life and stimulate a strong desire for knowledge.

Stimulate interest