学生在数学课堂上的学习效果取决于学生在课堂教学中的参与度。然而，在实际的教学过程中，课堂成为了教师与少数优等生的课堂，其他人沦为了课堂中的“观众”。即使是小学二年级的学生，他们在数学课堂教学中的参与情况也让人担忧。如何提高小学二年级学生在数学课堂教学中的参与度是教学实践中亟待解决的问题。 在文献研究的基础上，本文以河北省唐山市A小学二（1）班学生为研究对象，基于课堂观察、问卷调查的研究方法，发现二（1）班学生在数学课堂教学中的参与度情况不容乐观。从学生的数学课堂参与量度来说，二（1）班有将近40%的学生在数学课堂教学中的参与情况较差。从学生的课堂参与广度来说，中等生、学困生在行为参与、情感参与、认知参与等方面的均值水平偏低。基于上述调查结果，本文开展了应用“先学后教-当堂训练”教学模式提升学生数学课堂参与度的行动研究。本次行动研究分为两轮。在第一轮行动研究中，将“先学后教-当堂训练”教学模式应用于小学二年级数学课堂的教学中。第二轮行动研究是对第一轮行动研究的改进和进一步实施。经过两轮行动研究，将二（1）班学生在数学课堂中的参与度状况进行前、后测对比，得到以下结论： 1.本次行动研究提升了二（1）班学生数学课堂参与的量度。学优生和中等生在数学课堂的预习、先学、后教、当堂训练、作业等环节中参与学习的人数及相应比例均有不同程度的增加，在参与时间上也有明显提升，说明大部分的学生能够积极地参与到数学课堂的学习中。 2.本次行动研究提升了二（1）班学生数学课堂参与的广度。通过学生在数学课堂中的总参与、行为参与、情感参与、认知参与的前、后测对比可以看出，无论是学优生的均值水平还是中等生的均值水平都有比较积极的变化，说明二（1）班大部分的学生能够积极、主动地参与到数学课堂的学习中。 基于本次行动研究，笔者进行了如下反思： 1.学生是教学活动的主要参与者，教师在教学活动中扮演“组织者”和“引导者”的角色。 2.在教学活动中，教师应不断创造情境，激发学生产生学习的需要和动机。 3.教学的活动过程是师生、生生的交往过程。

The learning effect of students in mathematics class depends on their participation in classroom teaching.However, the classroom has become the classroom for teachers and a few top students, while others have become the "audience". Even for the second grade students, their participation in mathematics classroom teaching is worrying. How to improve the participation of the second grade students in mathematics classroom teaching is an urgent problem to be solved in practical teaching. On the basis of literature research, this paper takes the students from class 2 (1) of A primary school in the city of Tangshan, Hebei Province as the research object, based on the research method of classroom observation and questionnaire survey, to find the participation of students of Class 2 (1) is not optimistic in mathematics classroom teaching. According to the measurement of students' participation in mathematics class, nearly 40% of the students in class 2 (1) have poor participation in mathematics class teaching. In terms of the breadth of students' classroom participation, the average level of behavior participation, emotional participation and cognitive participation of secondary students and students with learning difficulties is relatively low.Based on the above survey results, This paper has carried out an action research on the application of teaching mode "teaching after learning and in-class exercises" to enhance students' participation in mathematics classes.This action research is divided into two rounds. In the first round of action research, the teaching mode of " teaching after learning and in-class exercises " is applied to the teaching of mathematics in the second grade of primary school.The second round of action research is an improvement and further implementation of the first round of action research. By comparing the participation of the students of Class 2 (1) in mathematics class before and after the test, the following conclusions are obtained after two rounds of research: 1.This action research has improved the participation measurement of class 2 (1) students in mathematics classroom learning. The number and proportion of gifted and secondary students in the preparation, learning first, teaching later, in-class exercises and homework of mathematics classroom learning have increased to varying degrees, and the participation time has also increased significantly, indicating that most students can actively participate in mathematics classroom learning. 2.This action research has improved the participation breadth of class 2 (1) students in mathematics classroom learning. Through the comparison of students' total participation, behavioral participation, emotional participation, cognitive participation before and after the tests, it can be seen that both the average level of gifted students and the average level of secondary students have relatively positive changes, which shows that most students in Class 2 (1) can actively participate in mathematics classroom learning. Based on this action study, the author has carried out the following reflections: 1.Students are the main participants and teachers play the role of “organizer” and “leader” in teaching activities. 2.In teaching activities, teachers should constantly create situations to stimulate students to develop learning needs and motivations. 3.The process of teaching activities is the process of interaction between teachers and students.