(key points, difficulties and key points)? If Huang's curriculum standard is compared to the center of the circle, then the teacher's understanding and grasp of the textbook is the radius. No matter how big the circle is, it is inseparable from the core element of the center of the circle. Teachers understand the curriculum standards by interpreting the teaching materials, and at the same time use the curriculum standards to control the teaching materials. There is no doubt that teaching materials are the basic carrier for teachers to implement curriculum standards, the most basic curriculum resources and the curriculum resources with strong policy. We should fully realize the importance and seriousness of textbooks, but textbooks are not the only curriculum resources. First, we should attach importance to the rational and effective development and utilization of other curriculum resources, so that teaching materials and other curriculum resources complement each other, integrate with each other, and learn from each other's strengths. Second, in the use of textbooks, we should insist on "creatively understanding and using textbooks" and realize the ideal realm of "teaching with textbooks" rather than "teaching textbooks". How to delve into teaching materials and realize "creatively understanding and using teaching materials"? First, grasp the characteristics of the Compulsory Education Curriculum Standard Experimental Textbook (hereinafter referred to as the "new textbook"). First, the new textbook focuses on guiding the change of learning style. According to the spirit of the curriculum reform outline and the requirements of curriculum standards, the new textbook focuses on reforming students' rigid learning methods in curriculum and content design, guiding students to observe, practice, collect information, cooperate and exchange, experience, feel and reflect, realizing the diversification of learning methods and expanding learning time and space. Secondly, the new textbook embodies knowledge and ability, process and method, emotional attitude and values in the arrangement of theme and content, and tries to comprehensively consider knowledge learning, ability training and the experience and formation of emotional attitude and values as a whole, and embody it in the design of topic and content, so as to fully realize the overall goal of the new curriculum. Third, the new textbook emphasizes the connection with real life. On the one hand, we pay attention to and make full use of students' life experience, on the other hand, we also pay attention to timely and properly reflecting the new achievements of discipline development, strengthen the connection between book knowledge and real life, and strive to overcome the tendency of discipline centralism. Fourth, the new textbooks reflect the physical and mental characteristics of students. The writing style and presentation of teaching materials should consider students' age characteristics, hobbies and cognitive level as much as possible, which is conducive to stimulating students' thirst for knowledge. Fifth, the new textbooks leave room for creative teaching. New textbooks are more about providing teaching resources for teachers and need to be used creatively. They must not be simply taught as dogmas, and the idea that teachers are the implementers and builders of the curriculum should be implemented. Second, interpret the text and internalize the teaching materials into the existence of their own living language and thoughts. First of all, we must understand the textbook. Teachers should understand the original intention and new ideas of the textbook through various forms of reading, grasp the essence and difficulties of the textbook, and internalize the content and spirit of the textbook. "This method and that method, you can't learn textbooks." 1, read aloud and read out your emotions. Teachers should and must read the teaching content (text) well, read it correctly and fluently, and read their own feelings; Read the voice in your mouth, the picture in your eyes, the emotion in your heart, and the notes in your hand. Teacher Yu Yongzheng thinks, "If the teacher reads well, he will have finished more than half of the work when preparing lessons." Only when the teacher reads well can the students read with you in class. Professor Wang Caigui of Taiwan Province thinks "Read after me" is the simplest and most effective reading teaching method. "A Chinese class that both teachers and students can read deeply must be full of spirituality, interest and effectiveness. After reading it, all the explanations will look pale and powerless. " 2. Read silently and read your opinion. Teachers should calm down and talk with authors and editors to understand, read through and read out their "unique feelings". What does it mean to "read, understand and understand your own' unique feelings'"? We believe that we should at least understand the intention of the textbook, make clear the key points and difficulties of the textbook, and have our own thinking and value judgment. For example, when I was studying the textbook, I found that the editor said, "The whole poem enthusiastically praised the spirit of serving and loving the people wholeheartedly and mercilessly lashed the reactionary rulers." For the current sixth-grade pupils, how to understand the ideological connotation of "lashing the reactionary rulers mercilessly"? I made a bold adjustment, positioning it as "guiding students to think about' life' and' death', and establishing that' life' is a life value education of' living better for most people', and even' death' is a life value education of' sacrificing for most people'"; For example, I took the lesson "Little Match Girl", which not only aroused my classmates' sympathy for the "little girl", but also learned a positive attitude towards life and sincere love for life from the "little girl", that is, never give up the yearning and pursuit of life, beauty, kindness and happiness at any time and under any circumstances! In this way, when you say goodbye to this world, you can "have a smile on your lips"; For example, when I take the lesson "Nine-color Deer", I just want students to learn not only the kindness of "Nine-color Deer", but also the spirit of "Nine-color Deer" that is not afraid of violence, brave in struggle, calm and calm in adversity, and dare to safeguard their own rights and interests, and so on. I take "Hurry" (the textbook revised by People's Education Press for the first time 12 and the experimental textbook by People's Education Press for the first time 12) as an example to talk about how to read the textbook when preparing lessons. (1) Read the text silently. Understand what the text mainly writes, what ideas are expressed, what characteristics are there, and so on. (2) Read new words. "Move" and "steam" (move, steam and melt) to correctly pronounce and understand the meaning of words. You can look it up in the dictionary if necessary. For example, what does "evaporation" mean? Why does the author say "like fog, it was evaporated by Chu Yang" instead of "like fog, it was evaporated by Chu Yang"? When I looked up Modern Chinese Dictionary, there was no word "steaming" in the dictionary, so I had to look up "steaming" and "melting" separately, and then combine the context and the author's mood to appreciate it. I found Mr. Zhu Ziqing's writing extremely elegant, and "melting" means "melting", "melting" and "melting", giving people a soft and seamless feeling. Although these are not necessarily talked about in class, teachers should know and understand them. For new words, teachers should also practice writing, which is neat, standardized and beautiful, especially the "steamed" word, and the font is difficult. The teacher writes on the blackboard, trying to make the students see the order of strokes clearly. Show the blackboard and let the audience see the stroke order clearly. (3) Read the thinking exercises after class to understand the intention and lay the foundation for determining the teaching objectives. Read the text with emotion. Think about what this article is mainly about. Analysis: This question has two requirements, both of which are very important. One is reading aloud. Reading aloud is the most frequent and important reading training, and it is also the main method to understand the content and feelings of the text. "Reading the text correctly, fluently and emotionally" is an important goal of reading teaching, and curriculum standards regard it as the primary goal of reading teaching. After-class exercises also put this article on the first question; The second is the training of generalization ability and thinking ability. The editor only mentions "thinking" about what the text mainly says, that is, lowering the requirements. How to deal with it? Read silently and meditate first; Then exchange discussions; One last word. As long as you get to the point, you are allowed to be incomplete and have your own expression. (2) Find meaningful sentences or favorite sentences, such as "Like a drop of water on the needle tip in the sea, my days are dripping in the stream of time, without sound or shadow." Contact the reality of life and talk to your classmates about your understanding and feelings. Analysis: The purpose of this topic is to inspire students to feel attentively in reading, implement the concept that "reading is students' personalized behavior" and that teachers should "cherish students' unique feelings, experiences and understanding" and cultivate students' reading appreciation ability. The methods are: reading books, connecting with real life, communicating with classmates, and telling your own understanding or why you "particularly like it". Teachers can adopt the teaching strategy of "help first, then release", such as analyzing the benefits of this expression with examples given in the questions. This is the focus and difficulty of teaching. (3) How does the author describe the days that come and go in a hurry? Imitate the writing in the text and write a few more words. Analysis: This is an exercise of "understanding and using" language, which enables students to have both "meaning" and "words". First of all, I found the content of the author's "description of the days that came and went in a hurry", and realized that the author turned the invisible "days" into tangible things that could be seen and touched, and the image was tangible, using various rhetorical devices such as metaphor, personification, parallelism and repetition to make the image vivid. Then, combine with real life, practice imitation writing, reading and writing, and use language. Recite the text and copy down your favorite sentences. Analysis: This exercise is mainly to accumulate language and implement the goal of "enriching language accumulation" proposed by the curriculum standard. Thinking practice after class is often the teaching goal of a text, and it is "the concentrated expression of the editor's intention" (Yuan). In other words, the teaching of a text can last for one class or two classes. Under the guidance of teachers, students independently complete after-school exercises through reading and discussion since enlightenment, thus completing teaching tasks and achieving teaching goals. Even if the teacher has finished teaching the text, the students have finished learning it. (4) Read the "introduction" of the unit group and the "review and expansion" of the Chinese Garden to clarify the position, function and training points of the teaching materials. The first group (introduction), the first natural paragraph, prompts the content (theme) of this group of texts, "Feeling life and getting inspiration from life"; The second paragraph reminds us of the key points of our group's text training: first, "grasp the key sentences, connect with real life and understand the truth contained in the article", and second, "experience expression" and try to use it. After-class thinking exercises 2 and 3 of Hurry are the implementation of these two training points. Looking back, I suggest two points: first, you should have your own opinions when reading; Second, the way to gain this insight-contact the context and real life and think independently. In a hurry, thinking exercise 2 after class is the embodiment of this training point. (5) When reading the text, teachers should read correctly, fluently and emotionally. 3. Look at the teacher's textbook and the textbook "Standing on the shoulders of editors". Teachers' teaching books are the direct theoretical basis of teaching and the most important reference for teachers to prepare lessons. The "explanation" part of the "Teacher's Teaching Book" elaborates the basic structure, main features and problems that should be paid attention to in teaching, which is an important basis for us to grasp the teaching materials and teaching, so as to achieve a "complete book"; Each unit of "Teacher's Teaching Book" begins with "Reading Guide", which prompts the theme, characteristics and training points of the whole group of textbooks, so that we can "keep the whole group in mind"; Every text of Teacher's Teaching Plan, including the interpretation of teaching materials, teaching objectives and teaching suggestions, makes us "have a whole article". On this basis, we can set teaching objectives: ① Master two new words in this lesson and read and write correctly such words as "moving, steaming, gossamer and naked". ② Read the text with emotion, recite the text and accumulate the language. Understand the main content of the text, feel the beauty of language and the author's expression, and try to use it. ④ By collecting information, grasping key words, sentences and paragraphs, we can understand the thoughts and feelings expressed by the author, understand that time is precious, and establish a sense of cherishing time. "Guiding students to understand and use Chinese correctly, enriching language accumulation, cultivating language sense and developing thinking" is a concise summary of the goal of Chinese teaching. Therefore, these two teaching objectives are the focus of teaching; Because of their age characteristics and life experience, students still lack practical life experience and thinking about life philosophy. Therefore, it is difficult to "grasp the key words, sentences and paragraphs and understand the thoughts and feelings expressed by the author". 4. My understanding of "creative use of teaching materials". This is put forward by the curriculum standard in the Teaching Suggestion, that is, "we should creatively understand and use teaching materials, actively develop curriculum resources, and flexibly use various teaching strategies to guide students to learn to learn in practice." From "teaching textbooks" to "creatively understanding and using textbooks" is a qualitative leap and a historic progress. Possibility of "Teaching with Textbooks" We are in an information society, with a wide variety of information and convenient access to information, so that we can collect the information we need almost anytime and anywhere to supplement, expand and enrich the teaching materials. Moreover, the richness and uncertainty of students' life make the teaching materials vivid and rich while connecting with students' life experience. The Necessity of "Teaching with Textbooks" Textbooks are presented in the form of texts, which are relatively fixed. Professor Schleswig (one of the members of the national primary and secondary school textbook examination and approval committee) once said: "Textbooks, from the date of publication, have fallen behind the times." When we use the teaching materials, it is necessary to supplement or even modify them according to the requirements of the changing times. Always teach and be innovative. The "writing" is similar year after year, and the "teaching" is different year after year. However, as mentioned above, teaching materials are the basic carrier for teachers to implement curriculum standards, the most basic curriculum resources and the curriculum resources with strong policy. It is not advisable and irresponsible to put the teaching materials "after class" and "outside the text" and "outside the teaching materials" at will. "Teaching textbooks well" and "teaching textbooks well" are still the basis and premise. If there are problems, difficulties and poor teaching in the textbook, then using the textbook to teach and creatively use it is tantamount to seeking fish from the edge of the tree, and even there is a danger of ignoring and ruining the textbook. Therefore, when preparing lessons, teachers should not only understand, analyze and study textbooks, but also read extensively, enrich their accumulation, pay attention to life and understand students, so as to make full preparations for creative use of textbooks. For example, there are no "related units" to visit in the "practical activities" and "surveys around us" arranged in Volume XII, and there are no "libraries" or "networks" to consult relevant materials. What shall we do? First of all, teachers who are interested in their professional life are preparing lessons every day, such as collecting newspapers for World Water Day, World Environment Day, Earth Day and World Atmosphere Day for students to read. This habit of teachers will naturally and unnaturally affect students and pass it on to them. Second, guide students to learn to watch TV and pay attention to get information from TV programs, especially the Central 10 Education Science Channel, which is an important curriculum resource. Third, start from the side, start from small things, and contribute to environmental protection, such as the positive and negative use of manuscript paper, such as not using disposable ink pens, such as using plastic bags as little as possible. (To be continued)