How to improve the efficiency of primary school mathematics classroom teaching, spend as little energy as possible and achieve the expected teaching effect is a problem that front-line teachers have been thinking about for many years. People's life-long study and research can't be carried out under the guidance of teachers, and most of them are completed by personal inquiry and cooperation with others. Therefore, in teaching, teachers should try their best to create opportunities for students to explore and cooperate independently. Because of this, through the accumulation of several years of teaching experience, I feel that the application effect of traditional classroom learning in primary school mathematics class is not good, and it can attract students' attention more than multimedia demonstration and group inquiry. Therefore, teachers' teaching methods and classroom design should be accepted by students as much as possible, teachers should flexibly adjust their teaching and learning methods according to the actual situation of students, advocate the diversity of teaching methods, and make the mathematics classroom efficient and orderly. Keywords: improvement; Primary school mathematics; Independent investigation; Multimedia presentation; Efficient and orderly "give people fish and have a full meal; Teach people to fish and enjoy life. "Therefore, in the current curriculum reform, it is particularly important to improve teaching methods, strengthen the guidance of students' learning methods, and how to improve classroom effectiveness. The following is about how to improve classroom efficiency in teaching practice, and talk about my personal experience. According to the subject characteristics of primary school mathematics, I pay attention to the following points in teaching: First, change the teacher's explanation into students' active inquiry and cooperative learning. For example, before teaching the lesson "Calculation of Triangle Area", I asked students to prepare a rectangle, a parallelogram and three different sets of triangle learning tools (each set consists of two identical triangles), and design the following operations and inquiry activities: 1 Review and introduce "You have learned it before. "At the beginning of teaching, first review the area calculation formula and calculation of parallelogram, and let students talk about the deduction process of parallelogram area formula. Then I took out two triangles of different sizes and asked, "which of these two triangles is bigger?" "The students can clearly see that the triangle is very big, and then I jumped up and asked," How big is it? "Stimulate students' desire to explore, let students take the initiative to propose that the area of triangle must be calculated first, and naturally introduce the calculation of triangle area. 2. Hands-on operation, the new curriculum standard of inquiry method requires students to participate in the formation of knowledge as much as possible. Therefore, in teaching, we can't just explain the calculation method of each figure through simple experimental observation. Teachers should be good at creating research situations, make full use of and create conditions, and guide students to think about problems, find methods and draw conclusions themselves in the process of participating in the formation of research knowledge. The derivation of triangle area is suitable for students to explore, so I designed two experimental activities to explore the calculation of triangle area in this class. Experiment 1: Let each student cut the rectangle and parallelogram they prepared into a pair of triangles with the same shape along the diagonal, and think about and analyze the relationship between the area of a single triangle and the area of the original figure. Students find that the area of a triangle is half that of a rectangle or parallelogram. Experiment 2: In groups of four, take out two triangles prepared by each group and read them in pairs to see which plane figures you have learned can be spelled out by each triangle. What is the relationship between the area of the plane figure you spell and the area of a single triangle? Students found that two identical triangles can be combined into a parallelogram or a rectangle, and the combined figure is half the area of a single triangle. 3. Cooperate and exchange, and learn new knowledge. In class, let students operate, observe and think according to the above-mentioned preparatory activities, and report the results of the activities. After summing up, the teacher asked: What is the relationship between the base of parallelogram and the base of triangle? What is the relationship between the height of parallelogram and the height of triangle? Group, discuss and communicate. In the process of discussion and communication, the teacher took the camera to explain and guide, and soon the students discovered the mystery. The base of parallelogram is equal to the base of triangle and higher than the height of triangle. Area of parallelogram = base × height, and area of triangle = base × height ÷2. Students can easily get the formula for calculating the triangle area. From this, students can realize the law that "finding the area of a plane figure can be transformed into finding the areas of several known figures with equal areas". In this way, students not only actively and happily learn the unknown content through independent inquiry and cooperative communication, but also master the learning method of "exploring the unknown through the known". Second, the process of changing the traditional teaching aid demonstration into multimedia courseware is generally a process of "from intuition to abstraction, and then from abstraction to practice", so students should be guided to use a variety of senses to participate in learning, and rely on various intuitive thinking materials for cognitive activities, thinking, discovery and association. 1. Bright patterns arouse suspense and stimulate students' curiosity. Using multimedia to teach the lesson "area of circle", the formula of area of circle is abstract and difficult for students to understand. How to break through difficulties and cultivate students' creative thinking ability? I used multimedia to tell my classmates that we invited a magical teacher today. As soon as I turned on the screen, I immediately attracted the attention of the students. At this time, a piece of green grass appeared on the screen, and a cow was tied to a stake and bowed its head to eat grass. With the wonderful sound, a question popped up on the screen: "What range of grass does this cow eat? "The student thought for a moment and replied," The grazing range of cattle is the area of a circle with the wooden stake as the center and the rope tied to the cattle as the radius. " At this time, the range of cattle grazing appeared on the multimedia screen, and a yellow circle with cow rope as the radius and wooden stake as the center flashed on the green grass. In this way, the problem situation is created vividly and intuitively, which stimulates students' interest in learning. Hua said: "The only force that drives me to learn is interest, because mathematics is a science full of interest and the most convenient subject for self-study." Therefore, practical problems in life are created at the beginning of the class to stimulate students' interest in learning and enable them to devote themselves to mathematics activities. 2. Inspire students to think. Animation demonstration makes teaching perfect. The basic proposition is that learning will happen after learning stimulus is accepted by students, and students don't need any special efforts. The teacher's role is to choose the appropriate learning stimulus. How to find the area of a circle? After thinking, only some students will make a rough estimate by several squares, and no one can accurately calculate the area of this circle. Can you turn this circle into a figure? We can find the area in this graph. The students had an idea at once, but after exchange and discussion, they still came to nothing. When the students encountered difficulties that could not be solved, I used multimedia to guide them in time, and a circle appeared on the screen, which was divided into green and yellow semicircles. Divide the two semicircles into four parts equally and then cross them together. Let the students observe what the figure is. The students come to the conclusion that it looks like a parallelogram, but it doesn't look like it because its sides are circular arcs. At this time, a circle of the same size appeared on the screen, and its two semicircles were divided into 8 parts and 16 parts on average. Repeat the above process and ask the students to compare. The students come to the conclusion that this figure is closer to a parallelogram. Seize this opportunity, I guide students to imagine: according to this idea, what graphics can be obtained in the end? The students came to the conclusion that a circle can be spelled into a rectangle. I demonstrated the above process with multimedia and verified the students' imagination. In this way, when providing problem situations in teaching, students should try their best to find the connection point between old and new knowledge, that is, to find the nearest development area for students to learn. Using vivid animation demonstration to let students find the answers to questions not only stimulates students' interest in active thinking and independent inquiry, but also cultivates students' self-confidence and sense of responsibility and obtains successful emotional experience. 3. Find the equivalent, so that students who are confused by the truth can find that the area of the circle is equal to the area of the rectangle they are spelling through questioning and cooperative exploration. How to guide them to explore a new method to find the area of a circle? On this basis, I guide students to think about the relationship between the radius and perimeter of a circle and the length and width of a rectangle. After deep thinking, some students discovered the relationship between them, but some students disagreed and argued endlessly. Finally, everyone reached an agreement: ask the multimedia teacher. Line segments with the same color on the screen represent the radius of the circle and the width of the rectangle; Use a line segment of another color to represent half of the circumference and the length of the rectangle. Let the students see intuitively that the radius of a circle is the width of a rectangle, and half of the circumference of a circle is the length of a rectangle. According to the above relationship, I asked the students to deduce the formula for calculating the area of a circle, and the students quickly deduced the result. As teachers, we should dig up teaching materials and infiltrate students with mathematical ideas, that is, we are infiltrating students with extreme ideas. Because primary school students' abstract thinking ability is poor, enriching students' imagination with multimedia pictures can develop students' thinking well. Third, guide students to understand the internal relationship between knowledge and gradually form a "cognitive structure". The world people live in is so complicated that the reason why people's cognitive system is not overwhelmed by the complexity of environmental information is that people have the ability to classify. In the teaching process, guiding students to learn basic knowledge well and figuring out how knowledge is combined, linked, quoted and developed are the most basic conditions to open students' thinking and cultivate their thinking ability, and also the key to cultivate learning methods. For example, after students learn the fractional application problem, the teacher can give the following conditions for students to practice writing the application problem: Conditions: There are 90 apricot trees and 30 peach trees in the orchard. I selected the following two groups from the questions sorted by students for analysis and comparison: the first group, there are 90 apricot trees in the orchard, and peach trees are one third of apricot trees. How many peach trees are there? There are 30 peach trees in the orchard, only one third of the apricot trees. How many apricot trees are there? The second group of orchards has 120 apricot trees and peach trees, among which apricot trees are three times as large as peach trees. How many apricot trees and peach trees are there respectively? There are apricot trees and peach trees in the orchard *** 120, of which the number of peach trees is one third of that of apricot trees. How many peach trees and apricot trees are there respectively? Organize students to analyze and compare the above two groups of application problems, and tell the thinking process: in the first group of problems, communicate the multiplication and division of scores. The second group is to communicate the relationship between fractional application problems and integer application problems. Then, the teacher induces, so that students can understand how the knowledge before and after is related and how the solutions penetrate each other, which can lay a solid foundation for the formation of cognitive structure. 4. Guide students to master scientific thinking methods, and let students change from "learning" to "learning". External cause is the condition of change, internal cause is the basis of change, and external cause must work through internal cause. This is the basic law of dialectics. The thinking method of students in the process of learning is the internal factor of learning methods and the core of cultivating students' learning ability. Therefore, cultivating students' scientific thinking method is an important task in classroom teaching. When teaching fractional mixed operation (3), I used two teaching methods in two classes and got different results. This course is an extension of the teaching content of fractional mixed operation (II). In front of us is a known unit "1" to find an application problem with more or less than one number. And "Fractional Mixed Operation (III)" is an unknown number with the unit of "1", which is more or less a number. There are both connections and differences between the two contents. It can be said that all the students in front have experience in solving complex fractional application problems. Because students usually don't like to set equations when solving fractional application problems, they like to use arithmetic methods. The first class was given to Class Six (1). I think since students don't like to do equations, they should give up this method and adjust the teaching materials to focus on guiding students to draw line drawings to analyze and understand the meaning of the questions. There is an example in the textbook: Xiaogang's family used 12 tons of water in September, which was one seventh less than that in August. How many tons of water were used in August? After reading the topic, the students seem to realize that the unit "1" of this topic is unknown. I tried to emphasize it repeatedly with the line chart (corresponding quantity ÷ corresponding score = unit "1"), and then asked the students to try to solve this problem. But to my surprise, half of the students did not mix this part with the previous content and found the formula of water consumption in August as follows: Some students used division: 12÷=,/. This shows that students can't better distinguish whether the standard quantity (unit "1") is known, so they can't determine when to use multiplication and division, and the arithmetic method is not good. Through the analysis of the teaching effect of a class that I take charge of at will, I fully understand the design intention of the textbook. I adjust the teaching methods of Class 6 (2) in time and teach in strict accordance with the requirements of teaching reference: first, guide the students to draw and analyze the meaning of the question, and then find out the two groups of equation relations in the question, so that students can list the equations according to the equation relations. Under the previous foreshadowing, the students successfully listed two different equations, and soon found the arithmetic method after listing the equations. At this time, I just woke up from a dream and realized that if I don't follow the law of students' thinking development from easy to difficult, but want to take detours and take shortcuts and blindly pursue the stylized mechanical training of fractional application problems, it will be difficult to achieve the expected results, because students have not really reached the internalized understanding of knowledge, and once they leave the guidance of teachers, problems will arise. On the contrary, from this comparative teaching, I also attach importance to the law of students' thinking development, leading students to start with the positive thinking of equations, which not only reduces the difficulty of students' thinking, but also naturally abstracts the arithmetic method after listing the equations, which is really the best of both worlds. Setting doubts is an important means to cultivate students' scientific thinking. The ancients said that "learning begins with thinking, and thinking begins with doubt". So there is no doubt but no thinking. The quality of students' classroom thinking depends largely on the content and methods of teachers' questioning. Practice has proved that questions should be carefully designed according to students' life experience, knowledge range and intellectual activity level, avoiding simple "yes" or "right" thinking materials as far as possible, actively providing "exploratory" thinking incentives and thinking materials, and promoting the positive development of students' thinking ability. The analysis of "quantitative relationship" is an important way to cultivate students' thinking methods. It is also the key to cultivate students' mathematics learning ability to learn to analyze the quantitative relationship of application problems and seek the grasp of solving ideas. According to the quantitative relationship in practical problems, I have drawn up corresponding problem-solving methods, such as basic problems, comprehensive problems, variant problems, comparative problems, retrogression, transformation and hypothesis, and guided and trained the thinking methods in a planned and step-by-step way, so that students can master the thinking law of solving problems, acquire the skills of "practicing one style for one problem" and "practicing one style together" and improve their grades. As Paulia, a math educator, said, "The best way to learn anything is to discover, explore and study by yourself. Because this understanding is more profound, and it is easier to grasp the internal laws, nature and connections.