First, understand the "hidden" of teaching materials, from "form" to "essence"
Textbooks are the carrier of implementing curriculum standards and embodying the spirit of curriculum reform, and also the crystallization of the wisdom of many experts and scholars. Due to the limitation of space, the content arrangement of teaching materials often presents only thematic maps, several questions and several dialogues, showing the characteristics of few but precise, and some effective information serving the teaching objectives may be hidden in the text pictures of teaching materials. When learning textbooks, teachers should start with the word "hidden", read the hidden connotation essence from the explicit text materials, and use appropriate methods.
Example 1: "Xiaofang planted 3 rows of peach trees, 8 rows of apricot trees and 4 rows of pear trees. There are 7 peach trees, 6 apricot trees and 5 pear trees in each row. How many peach trees and pear trees are there? " There are two methods in teaching materials, namely "sorting conditions according to fruit tree types" and "selecting sorting conditions according to problems". The first method is a comprehensive method from conditions to problems, and the second method is an analytical method from problems to conditions. Either way, when sorting the conditions, it is tedious to write a lot or fill in the blanks first. The exercise of this lesson is also aimed at guiding students to sort out the conditions and problems in the topic through the above two methods. Can the beauty of simplicity pursued by mathematics be reflected in the process of conditioned reflex? Can students really understand the essence of the list?
In fact, no matter what method is used to organize, it is to clearly reflect the internal relationship between conditions and problems, so that we can study the quantitative relationship and form ideas to solve problems. The two arrangements in the textbook express the internal correspondence between conditions. In teaching, we should accurately grasp this key, take students' learning to analyze information and accurately construct the internal relationship between information as the main teaching goal, and dilute the external arrangement forms such as lists. In the practical stage, we can adopt it. At a certain stage, we should abandon the external form, let students organize information directly by oral methods, and guide students to gradually change from tangible and complicated table arrangement to simple symbol marking, and then to intangible information arrangement, dilute the form and grasp the essence. In the end, what students learn is not the shell of strategies such as formal tables, but the perception and experience of the essence of strategies.
Second, the "connection" of reading textbooks, from "single" to "three-dimensional"
Mathematics has strict systematicness and strong logic. Similarly, the arrangement of teaching materials also has a strict internal logic system, and the content is connected with each other. It is necessary to highlight the basic concepts and laws of mathematics, master the knowledge structure of the textbook system, communicate the internal relations between the contents of each plate, establish the concept system and the law knowledge system, and complete the construction from a single knowledge point to a three-dimensional knowledge plate.
Thirdly, the "context" of reading textbooks has changed from "passive" to "autonomous"
When designing teaching activities, primary school textbooks should provide students with sufficient exploration space and thinking space, attract students of different levels to participate as much as possible, and let different viewpoints, ideas, doubts and puzzles be truly displayed. In order to fully develop the teaching process, the textbook has designed four cartoon images representing teachers: eggplant, corn, pod, cabbage, radish, pepper and cabbage. This cartoon image shows what students may think and do, what they can understand and what they are confused about. To accurately interpret the text situation, teachers' leading role and students' dominant position in organizing classroom teaching should be highlighted, and the text situation of teaching materials should be transformed into positive and effective interaction between teachers, students and students in the classroom, so as to guide students to experience the learning process independently.
In the first volume of Grade Two, "Division in Table (1)" Example 3, eight peaches were divided equally among two children. How many shares are each child divided into? The teacher organized the teaching: "If you use a stick to represent peaches, everyone will get one point first. You can hit 1 first, then 1 ... until the score is finished, and each person can score two points ... "Students operate the stick by hand, and the process is very smooth. Then, the teachers organized the whole class to communicate on the specific grading methods. Under the above circumstances, teachers teach textbooks.
The textbook situation of Example 3 is to remind teachers to give full play to students' dominant position, let students design their own operation methods, fully experience the process of "action representation-graphic representation-symbol representation" and accumulate the experience of "planning-operation-adjustment". To show students' individualized thinking in teaching, the teacher's hints are not only redundant, but also wrong before operating activities. In fact, even if students appear "three 3s" in the operation.
Fourth, read the "order" of teaching materials, from "local" to "systematic"
The arrangement of primary school mathematics textbooks follows a certain "order", on the one hand, it pays attention to the "order" of mathematical knowledge logic system, on the other hand, it pays attention to the "order" of primary school students' cognitive law and intellectual development level. In order to solve the contradiction between the subject logic system and the psychological logic system, the teaching materials deal with the contents of "number and algebra", "figure and geometry" and "statistics and probability" in a spiral way according to their internal relations. In teaching, we should understand and follow the "order" of teaching materials, accurately grasp the teaching objectives of each stage, deal with the "in place" rather than "offside" of teaching materials, and realize the construction and transformation from old knowledge to new knowledge, from concrete to abstract, from part to whole.
In the teaching of "Rectangle and Square" in the first volume of Grade Three, students are first asked to observe some figures of rectangles and squares. By measuring, folding, comparing and other operations, they can intuitively understand rectangles and squares, establish representations, and clarify the relationship between the side length of each figure and the size of the angle, thus forming a cognition of the conceptual similarity between rectangles and squares, especially the understanding of the inclusive relationship between concepts. However, there is no difference between the extension of these two numbers. When teaching "Translation, Rotation and Axisymmetry" in the first volume of Grade Three, students can further understand the characteristics of rectangular and square graphics and accumulate thinking experience of graphic movement. When teaching "vertical parallelism" in the fourth year, the relationship between the side length of a rectangle and a square was extended to the position relationship, that is, the sides were parallel to each other and the adjacent sides were perpendicular to each other. In the fifteenth exercise, for the points that meet the requirements, it is a process of further exploring the characteristics of squares. Feel that the square is not only an axisymmetric figure, but also a centrally symmetric figure. After I learned the figures of triangle, parallelogram and trapezoid in the second book of grade four, I communicated the relationship between rectangle and parallelogram by drawing the rectangular frame into parallelogram. Based on the above foundation, the textbooks are always reviewed in the sixth grade. Help students to systematically construct the internal relations among the features of rectangle, square and parallelogram. At this time, teachers can show the species relationship between concepts through pictures, so that students can fully realize the gradual enrichment of concept connotation and the gradual reduction of concept extension, deepen concept cognition and establish a quadrilateral concept system.
Fifth, the "soul" of reading textbooks, from "superficial" to "profound"
There are two lines of light and shade in primary school mathematics textbooks, and the knowledge clues arranged according to the logical knowledge system are the "bright lines" of the textbooks, the external form of mathematics disciplines and the "skeleton" of the disciplines. The thinking mode contained in the process of knowledge generation, development and application is the "dark line" of teaching materials, the internal driving force of the development of mathematics discipline and the "soul" of the discipline. When learning textbooks, we should grasp the essence through phenomena, so as to reveal the mathematical thinking mode contained in textbooks, show the charm of mathematics discipline and improve the quality of classroom teaching.
Only by actively exploring the learning strategies of textbook texts, deeply understanding the compiling intention of textbooks, accurately grasping the text content of textbooks, giving full play to the functions and advantages of textbooks, and maximizing the practical value of textbooks, can we truly implement the curriculum concept, realize the curriculum objectives and improve the educational effect of mathematics courses.