First, accurately grasp the teaching materials and highlight the teaching focus.

In teaching discussions, we often find that some teachers talk about the topic, talk about the matter, don't know the priorities, work hard on average, and follow the book. The main reason for this phenomenon is that teachers have not mastered the teaching materials. To grasp the teaching materials, we should focus on the overall situation, understand the teaching materials as a whole, and systematically analyze the teaching materials from the perspective of contact. First of all, understand the textbook on the premise of understanding the basic concepts of standards. By reading the textbook repeatedly and consulting relevant teaching reference materials, we can understand the writing characteristics of the whole textbook, clarify the purpose and requirements of each part of the teaching content and its position in the whole textbook system, and understand its internal relations; Study the distribution of all knowledge points in each unit of the whole textbook; We should also study the teaching objectives of each unit and each class. Secondly, we should master the knowledge system, logical structure and arrangement intention of teaching materials skillfully. Determine the teaching emphasis and difficulty of each unit and each class, and formulate corresponding teaching objectives. Thirdly, mastering the knowledge structure in teaching materials is transformed into teachers' cognitive structure. Only by this step can we master the teaching materials and become familiar with them in teaching, and simplify them.

In teaching, teachers should grasp the essential and main things in teaching materials, process them, and then highlight them in teaching activities, focus students' attention on this aspect, and guide students to draw inferences from others. For the relatively minor or auxiliary teaching contents in the teaching materials, appropriate adjustments can be made according to the actual teaching needs to meet the teaching needs and improve the teaching efficiency. For example, in Unit 8 of Book 1, there are two examples in the textbook. Example 1 is to look at the picture, say and calculate; Example 2 is to draw a picture and fill it in. The purpose of teaching is to let students learn the addition and subtraction operations of "8" and "9" in concrete and interesting situations. The example of 1 can be highlighted, and teachers and students can discuss the formula that the number is "8". For example, in Example 2 (formula with a teaching score of "9"), teachers should boldly let go, give full play to students' dominant position in activities, and leave enough time and space for students to find their own solutions through drawing and speaking. In this way, students will not only experience the fun of learning, but also enhance their confidence in learning. While grasping the teaching focus of each class, we should also highlight the teaching focus of this unit from a holistic perspective. For example, the seventh unit of the textbook "Tree Planting" teaches the content of "8 plus a few" in order to let students further consolidate the "ten-point method" through learning. Because the calculation method of "9 plus several" was emphasized in last class, and students have mastered the method of "10 plus" initially, we can experience various calculation methods of "8 plus several" in the form of students' own operation, exploration and group communication, and then further understand the calculation methods of 7 plus several, 6 plus several and 5 plus several through practice. This not only saves teaching time, but also greatly mobilizes students' learning enthusiasm. Only a small part of the teaching content of each unit and each class hour in mathematics textbooks is brand-new knowledge. A small part of teaching should be brand new knowledge. This "new" point should be highlighted in teaching as the focus of teaching. Highlighting the key points is not just focusing on the key points and abandoning the non-key points. It is not appropriate to isolate the focus of teaching materials in teaching. When teaching new knowledge, we must pay attention to using students' existing old knowledge to guide students to understand the growth point of new knowledge, the connection point and transformation point of old and new knowledge. Only in this way can we really highlight the key points.

Second, create a democratic relationship between teachers and students.

The new curriculum attaches great importance to the role of educational evaluation, and the improvement of classroom efficiency is closely and positively related to it.

Harmonious teaching evaluation enriches students' learning activities and promotes the development of teacher-student relationship. We all use evaluation in class. From the evaluation subject, it can be divided into teachers and students, students and teachers; Judging from the evaluation means, there are body language such as spoken language, admiring eyes and kind smile. For example, "Your idea is unique and we can discuss it." If the questions raised by students are really valuable, teachers should immediately affirm them; "Your question is very valuable and the teacher attaches great importance to it." If conditions permit, students can be organized to discuss together. Effective evaluation can not only point out the advantages and disadvantages, but also motivate students to learn. Sometimes, we will hear comments like "good" and "very good" in class. It is too simple for teachers, but it lacks pertinence for students, which may even dampen students' learning enthusiasm and weaken their learning initiative. In order to guide students to evaluate others, some teachers will say, "What do you think of what he said?" ..... I think students' self-evaluation link is relatively thin in class, and teachers can do it thicker. For example, "What do you think of your findings?"

This will help students form the habit of self-evaluation and master the methods of self-evaluation. Therefore, I can find my own shortcomings in knowledge, skills and way of thinking in time and adjust them constantly.

Equal teaching atmosphere is the embodiment of the democratization of teacher-student relationship. In the face of learning, everyone is equal. At school, teachers become the closest people to students. Pursuing the teacher's love and making yourself a good boy in the teacher's mind will become the driving force and urgent need for all their actions. Generally speaking, students like the subjects they teach, often because they like which teacher, that is, the so-called "pro-teacher, believe in his way." However, in order to make students close to teachers and trust their teaching, teachers must first respect and trust every student and never give up any student. Especially students with learning difficulties, should be encouraged more, so as to establish a harmonious and democratic teaching atmosphere; It is necessary to help them make up for the defects in mathematics knowledge in time and let them have a sense of learning mathematics, so that they can have an interest in learning mathematics. Secondly, teachers should be good at discovering students' little progress, and shorten the spiritual gap between teachers and students with kind eyes, subtle movements, cordial attitude and enthusiastic praise, so that students can get spiritual satisfaction and cultivate their self-confidence in learning mathematics. Thirdly, teachers should win the trust and love of students with profound knowledge and skillful teaching skills.

Third, combine various teaching methods to stimulate students' enthusiasm for learning?

There are various classroom teaching methods to improve classroom efficiency. Different contents, different courses and different teaching methods. Appropriate teaching methods can improve students' understanding of knowledge and achieve twice the result with half the effort. The thinking method of primary school students is intuitive, and the intuitive teaching method is one of the most effective and appropriate methods. Teachers can make full use of resources according to the actual situation and visualize knowledge points as much as possible, such as using charts, line charts, words and even cartoons to visualize relationships. For example, when studying meters, decimeters, centimeters and other length units, the teacher first asks us to measure familiar things such as textbooks, pencils, desks and chairs with the ruler in our hands, and make use of things around us to make students have a vivid and intuitive impression on abstract units, so that students can easily control their own knowledge, improve the connection between textbook knowledge and real life, and stimulate students' enthusiasm for learning mathematics. The application of modern teaching methods, such as projection, video recording and multimedia courseware, can not only improve the vividness and vividness of teaching, but also make students use both sight and hearing, and at the same time increase the mobility and diversity of the classroom, so that students can master knowledge more solidly and improve the efficiency of classroom teaching.

Fourth, improve classroom efficiency by connecting with real life?

Mathematics originates from life, and life is full of mathematics. In teaching, it is necessary to closely contact with students' real life, find mathematics themes in the real world, make teaching close to life, and enhance students' consciousness of "learning and using mathematics". Deepen the consolidation of new knowledge in practical activities, so as to improve classroom efficiency. For example, all the students in our school have to go to and from school by bus. I use this example to practice addition and subtraction within five for my child: in the morning, my mother gives my child five dollars, and in the evening, you use two dollars to go home by bus. Think about it, children. How much money do you have left when you get home? Or let the children buy soy sauce, a * * * gave five dollars, a bottle of soy sauce for one dollar, and the assistant aunt gave you three dollars. Have you thought about it? In this process, students can not only actively use knowledge and practice ability, but also truly feel the close connection between mathematics and real life, and cultivate the consciousness of consciously applying mathematics.

There are still many aspects to be studied to improve the efficiency of mathematics classroom teaching, but the most important thing is teachers. Teachers' basic quality and teaching level are directly related to the improvement of classroom teaching efficiency. To improve teachers' own quality, in the final analysis, we should establish the concept of "lifelong learning". Teachers should stick to their posts, constantly update their teaching concepts, improve their professional level, be brave in practice and innovation, and do a good job in every math class for students' lifelong development.