课堂教学实质上是师生互动的过程，对课堂有效教学师生互动的行为研究，能够

课堂教学实质上是师生互动的过程，对课堂有效教学师生互动的行为研究，能够诊断和改进教师的课堂互动行为、提升课堂互动的效率。虽然自新课程实施以来，初中数学课堂教学改革取得了一些实质性的进步，但是目前数学课堂仍存在低效、无效化现象：一节课下来，老师在讲台上辛苦的教，学生也在下面认真的做笔记、抬头听。然而当进行测试或提问的时候，学生并没有相应的提高和进步。那么影响初中数学课堂有效教学的问题有哪些？如何提高数学课堂的效率呢？<br>本论文在分析国内外相关文献的基础上，运用访谈法、案例分析法等，通过对初中数学老师进行访谈，了解初中老师在教学中的问题，通过对初中学生进行访谈和平时在课堂上的观察，了解初中生在课堂中所遇到的问题。然后针对上述问题所在提出相应的提高对策，从而提升数学课堂效率。<br>论文共分为以下几个部分：<br>第一部分为绪论。包括问题的提出、研究的意义、研究的思路和方法。<br>第二部分为初中数学课堂有效教学的概述。<br>第三部分为影响初中数学课堂有效教学的因素。主要是从初中数学老师、初中生、初中数学教学内容、初中数学课堂教学心理活动等方面来分析它们对课堂有效教学的影响。<br>第四部分为教学中初中数学课堂存在的问题。通过访谈法并结合课堂案例分析初中数学课堂教学在四个方面存在的问题。在初中数学老师方面有：数学老师在课堂上教学时对教学效率意识浅薄，在课堂上对教学目标的制定导向过强，数学老师的课堂教学反馈不及时；在学生方面有：初中生智力方面数学观察力弱，数学思维逻辑有限、数学想象力贫乏。非智力方面有：学生对数学没有兴趣，学习意志力差。心理方面有：师生关系不和谐，课堂气氛紧张。<br>The fifth part is to improve the junior high school mathematics classroom effective teaching methods. Methods junior high school math teacher aspects taken are: to enhance the efficiency of consciousness at the time of teaching in the classroom, focusing on the overall achieve teaching objectives in the classroom, pay attention to the feedback teaching effect in class; method of junior high school students aspects taken are: to strengthen the junior high school students' intelligence training and non-intellectual culture; create an effective middle school mathematics classroom teaching psychological environment of the method are: the establishment of friendly relationship between teachers and students, increasing pleasant emotional communication. <br>The sixth part is the conclusion. Summarize the views, problems and deficiencies of research as well as prospects for the future.

Classroom teaching is essentially the process of teacher-student interaction, and the behavior study of effective teaching of teacher-student interaction in the classroom can diagnose and improve the teacher's classroom interaction behavior and improve the efficiency of classroom interaction. Although since the implementation of the new curriculum, junior high school mathematics classroom teaching reform has made some substantial progress, but the current mathematics classroom is still inefficient, ineffective phenomenon: a class down, the teacher in the podium hard teaching, students are also in the following serious notes, look up to listen. However, when testing or asking questions, students do not improve and progress accordingly. So what are the problems that affect the effective teaching of mathematics in junior high school? How to improve the efficiency of math class?<br>On the basis of analyzing relevant literature at home and abroad, this paper uses interview method, case analysis method, etc., through the interview of junior high school mathematics teachers, to understand the problems of junior high school teachers in teaching, through the interview of junior high school students and peaceful observation in the classroom, to understand the problems encountered by junior high school students in the classroom. Then, for the above problems to put forward the corresponding measures to improve the efficiency of mathematics classroom.<br>The paper is divided into the following parts:<br>The first part is the introduction. Including the problem, the significance of the study, the research ideas and methods.<br>The second part is an overview of the effective teaching in mathematics classroom in junior high school.<br>The third part is the factor that affects the effective teaching of mathematics classroom in junior high school. Mainly from the junior high school mathematics teacher, junior high school students, junior high school mathematics teaching content, junior high school mathematics classroom teaching psychological activities to analyze their impact on effective classroom teaching.<br>The fourth part is the problem in the mathematics classroom of middle and middle school. Through the interview method and combined with the classroom case to analyze the mathematics classroom teaching in junior high school in four aspects of the problem. In the middle school mathematics teacher skilled in the classroom teaching of teaching efficiency awareness is shallow, in the classroom to the teaching goal of the formulation of guidance is too strong, mathematics teacher's classroom teaching feedback is not timely; Non-intellectual aspects: students are not interested in mathematics, learning willpower is poor. Psychological aspects: the relationship between teachers and students is not harmonious, the classroom atmosphere is tense.<br>The fifth part is to improve the method of effective teaching in mathematics classroom in junior high school. The methods adopted by junior high school mathematics teachers are: to enhance the sense of efficiency in teaching in the classroom, to pay attention to the overall realization of teaching objectives in the classroom, to pay attention to the feedback of classroom teaching effect, and to strengthen the intellectual training and non-intellectual training of junior high school students. The methods of creating an effective psychological environment for mathematics classroom teaching in junior high school are: establishing friendly teacher-student relationship and increasing pleasant emotional communication.<br>The sixth part is the conclusion. It summarizes the research's perspectives, problems and shortcomings, as well as the outlook for the future.

Classroom teaching is essentially a process of interaction between teachers and students. The research on the behavior of effective classroom teaching can diagnose and improve teachers' classroom interaction and improve the efficiency of classroom interaction. Although since the implementation of the new curriculum, the junior high school mathematics classroom teaching reform has made some substantial progress, but at present, there are still inefficient and ineffective phenomena in the mathematics classroom: after a class, the teachers work hard on the platform, and the students also carefully take notes and listen up. However, when testing or asking questions, students did not improve and progress accordingly. So what are the problems that affect the effective teaching of mathematics in junior middle school? How to improve the efficiency of mathematics classroom?<br>Based on the analysis of the relevant literature at home and abroad, this paper uses the methods of interview and case analysis to understand the problems of junior middle school teachers in teaching through the interviews with junior middle school mathematics teachers, and through the interviews with junior middle school students and the observation in the classroom at ordinary times, to understand the problems of junior middle school students in the classroom. Then put forward the corresponding countermeasures to improve the efficiency of mathematics classroom.<br>The paper is divided into the following parts:<br>The first part is the introduction. It includes the raising of the problem, the significance of the research, the ideas and methods of the research.<br>The second part is an overview of effective teaching in junior high school mathematics classroom.<br>The third part is the factors that affect the effective teaching of junior high school mathematics classroom. Mainly from junior high school mathematics teachers, junior high school students, junior high school mathematics teaching content, junior high school mathematics classroom teaching psychological activities to analyze their impact on effective classroom teaching.<br>The fourth part is about the problems in junior middle school mathematics classroom. Through the interview method and combining with the classroom cases, this paper analyzes the problems in four aspects of junior middle school mathematics classroom teaching. In junior high school mathematics teachers: Mathematics Teachers in the classroom teaching of teaching efficiency awareness is shallow, in the classroom to the development of teaching objectives guidance is too strong, mathematics teachers classroom teaching feedback is not timely; in students: junior high school students intelligence mathematical observation is weak, mathematical thinking logic is limited, mathematical imagination is poor. Non intelligence: students have no interest in mathematics, poor willpower to learn. Psychological aspects are: the relationship between teachers and students is not harmonious, the classroom atmosphere is tense.<br>The fifth part is to improve the effective teaching methods in junior middle school mathematics classroom. The methods adopted by junior middle school mathematics teachers include: enhancing the efficiency consciousness in classroom teaching, paying attention to the overall realization of teaching objectives in classroom, and paying attention to the feedback of classroom teaching effect; the methods adopted by junior middle school students include: strengthening the intelligence training and non intelligence training of junior middle school students; creating an effective psychological environment for junior middle school mathematics classroom teaching: establishing friendliness To improve the relationship between teachers and students and increase the pleasant emotional communication.<br>The sixth part is the conclusion. This paper summarizes the viewpoints, problems and shortcomings of the research and the prospect for the future.<br>