As the saying goes: "The layman looks at the excitement, and the expert looks at the doorway." With the deepening of classroom teaching, we are caught in a new thinking: Is this the only way to have a wonderful classroom? Can't a normal class be called "wonderful"? I think whether a class is wonderful or not lies not in the diversity of classroom methods, but in whether the class makes students learn something, that is to say, a wonderful class should be effective teaching, not "showy". First of all, thinking makes the classroom more dynamic. Einstein said: "Learning knowledge should be good at thinking, thinking and rethinking. This is how I became a scientist. " "Mathematics is the gymnastics of thinking" and "Mathematics teaching is the teaching of mathematical thinking activities". Therefore, mathematical thinking is the "root" of mathematical learning. But what kind of thinking is effective? Think for "thinking" or let students think on their own initiative? In the "mode" lesson, after the students understand the concept and characteristics of the mode, I designed a question: Let the students think: If you were a coach, which athlete would you choose to take part in the competition? Because the average score of A and B in this question is 9.5, while A's mode is 9.5 and B's mode is 10, students will have different opinions after thinking: some think that B should be allowed to go because his mode is 10, which shows that he is a good marksman and easy to win medals; Some people think that A should be let go. Although his model is 9.5, the rest of his grades are very close, which shows that his grades are stable, his psychological quality is good, and he will win medals. This not only allows children to think independently, but also exchanges the opinions of their classmates, so that their thinking collides and their knowledge is rich. Therefore, in teaching, we should first give students time and space to think, cause students' cognitive conflict and thinking collision, let the whole class actively participate in learning activities, and improve the effectiveness of teaching. In order to avoid the teaching phenomenon of emphasizing "fun" over "thinking" in class, teachers must correctly handle the relationship between situation and thinking, activity and thinking, and make it clear that only the situation that serves thinking and promotes students' thinking and inquiry is a good mathematical situation. Perhaps this kind of teaching will not win the applause of teachers, but it is sincerely serving students. Second, language makes the classroom more infectious. Stolyar, a mathematics educator in the former Soviet Union, famously said, "Mathematics teaching is also the teaching of mathematics language". Many people think that math class lacks the charm of language, and the language of math teachers should be clear, coherent and concise. But I think cadence and beautiful sentences can also arouse students' enthusiasm, stimulate students' interest and belief in knowledge, make students devote themselves to learning, and make math class more infectious. For example, when teaching the concept of "prime number", "the common factor is only 1 two numbers, which is called prime number". Students will find the key word of this topic after reading it: only. And use the method of rereading to make students understand that if the word "only" is missed, it is a wrong definition. For example, when I was teaching About Fen, I created a situation: "Does the polluted river in the main stream of the Yangtze River account for 4/5 of the total length, accounting for 80/ 100 of the total length?" I let the students see the beautiful Yangtze River first, with explanations, so that they can be there, and then let the students see the polluted main stream of the Yangtze River. The low tone suddenly caught the students' hearts and made them realize the importance of environmental protection. Appropriate scenes and appropriate language not only enable students to learn mathematics knowledge, but also enable them to receive environmental education, which reflects the integration of disciplines and makes the classroom more infectious. Third, multimedia information makes the classroom more dynamic. The biggest feature of multimedia-assisted instruction is that it can make abstract mathematical problems concrete, boring problems interesting, static problems dynamic and complex problems simple, thus highlighting key points and breaking through difficulties. For example, when learning graphics, abstract language can't let students know the characteristics of graphics vividly. Therefore, when learning the characteristics of cuboids, students can be guided to discuss from three aspects: face, edge and vertex according to the needs of teaching. First, the computer demonstrates faces, edges and points on the screen, so that students can observe that a cuboid has 6 faces, 12 edges and 8 vertices. By observing the operation of three groups of edges in the rectangular frame, it is concluded that the relative lengths are equal; Finally, guide students to discover the relationship between the sizes of the six faces of a cuboid. CAI courseware dynamically demonstrates the overlapping pictures running up and down, left and right, back and forth. Question: What rules have you found? The conclusion is that the areas of the opposite faces are equal. For example, when teaching the concept of "perimeter", you can stimulate the appearance according to the following steps: ① draw a square week with red; (2) Will flash twice this week; ③ Remove the figuration and keep the abstract graphics; (4) Spread and straighten the circle of the square. In this way, with the change of the dynamic demonstration mode, the intensity of the "perimeter" of the object is gradually deepened, and the movement of the perceived object is gradually enhanced, and the students' representation of the "perimeter" (closed straight line and measurable) is more clear and firm. The use of multimedia information not only saves teaching time, reduces students' cognitive difficulty and improves efficiency. It also makes the math classroom lively, concrete and interesting, and makes the math classroom more dynamic. "Mathematics activity" is not a "general activity", not an activity that pursues classroom atmosphere unilaterally, but a classroom activity that should be preset according to the characteristics of the subject and the content of the textbook. A wonderful math class is not only a reasonable premise of teaching, but also a generated effect. As long as students are willing to learn, think and do, it is a classroom activity with vitality, appeal and vitality.