Hello, judges and teachers:

The content of the textbook I am talking about today is the fourth textbook of primary school mathematics published by People's Education Publishing House. Next, I will explain my understanding of this textbook from four aspects: teaching content analysis, design intention, arrangement characteristics and suggestions.

First, the analysis of teaching content

This book arranges the following contents according to the standard four learning areas:

Numbers and algebra

1, using two-step calculation to solve practical problems (brackets will be used)

In the process of solving problems, I initially learned to think methodically with four computational meanings, and initially cultivated my own analytical reasoning ability. Know and use parentheses.

2. The meaning of division, the division formula of 2~9, and the quotient of multiplication formula.

(Teaching material design intent)

3. Read, write, add and subtract numbers within ten thousand (1)

(textbook design intent) Know the units of calculation "hundred" and "thousand", and know the decimal relationship between two adjacent counting units; Master the number sequence within 10 thousand, and can read and write numbers within 10 thousand; Knowing the composition of the number within 10,000 will compare the size of the number within 10,000, and can describe the size of the number within 10,000 with symbols and words; Understand and identify approximate numbers within 10,000. Establish a preliminary sense of numbers and symbols and initially develop abstract thinking.

I can add and subtract two digits from two digits within 100, add and subtract whole hundred and whole thousand, add and subtract hundreds and dozens, and make an estimate according to the actual situation.

Step 4 find a pattern

(textbook design intent) will explore the simple laws in a given figure or number arrangement. In the process of discovering laws, the ability of observation, analysis and reasoning is initially cultivated.

5, know grams and kilograms, 1 kg = 1000 grams.

(The design intent of the textbook) Knowing the quality unit grams and kilograms, knowing 1kg = 1000g, and initially establishing the quality concepts of 1g and 1kg.

Space and graphics

Understand acute angle, obtuse angle, graphic translation and rotation.

evaluate

(textbook design intent) can identify acute angles and obtuse angles; Initially perceive the phenomenon of translation and rotation, a simple figure will translate horizontally or vertically on the grid paper. And through operation, observation and other activities, the concept of space is initially established and the thinking in images is developed.

Statistics and probability

statistics

Experience the process of data collection, collation, description and analysis, and understand the statistical significance; Will use simple methods to collect and organize data, know the "one-to-five" bar chart and simple composite statistics. At the same time, in the process of further understanding statistics, feel the statistical thought, put forward and answer simple questions according to the data in the statistical chart, conduct simple analysis, and cultivate preliminary statistical concepts.

Third, the characteristics of textbook compilation

1, the textbook "calculation" and "use" are combined to strengthen the application.

Textbooks are first arranged in units of "solving problems". The teaching content of this unit is to solve the practical problems of addition, subtraction, multiplication and division (or subtraction) on the basis of learning simple two-step calculation last semester. Secondly, combined with the content of division in the table, after learning the division in the table, arrange a "problem solving" section. On the one hand, let students understand the meaning of "how many times one number is another number", learn the analysis method initially, and initially form a general idea to solve the problem. On the other hand, deepen their understanding of the meaning of multiplication and division, learn the general reasoning method of analyzing the required conditions step by step from the problem, and improve the system thinking ability.

Furthermore, combined with other teaching contents, we also attach great importance to providing examples and exercises to solve problems by using what we have learned (such as P.89, Question 7, P 1 13, Question 3, etc. ).

Addition and subtraction within 10,000 (1) leads to calculation by solving problems. While paying attention to the problem-solving process, we should understand the algorithm and highlight the diversity of the algorithm.

2. The digital recognition ability is improved and the knowledge structure is optimized.

According to the characteristics of China's counting method, that is, the four-digit level, the textbook arranges the understanding of the number within 10 thousand in two steps, first the understanding of the number within 1000, and then the understanding of the number within 10 thousand, which not only slows down the slope of learning large numbers, but also helps to break through the difficulties of reading and writing. Teaching materials are also presented at the same time, and reading and writing are closely linked and mutually promoted.

In the comparison of numbers, combining estimation is beneficial to cultivate students' sense of numbers. It increases the approximate number of numbers within ten thousand, organically combines identification with simple addition and subtraction of integer hundred and integer thousand, and also strengthens the expression and communication of identification and usage. In this way, the organic integration of digital recognition, oral calculation and estimation not only optimizes the knowledge structure, but also communicates the internal relationship of understanding natural numbers, so that students can form a good knowledge structure after the whole process of digital recognition and effectively promote the development of number sense.

3. Strengthen the teaching content of space, graphics and statistics.

Content about space and graphics. In addition to the understanding of acute angle and obtuse angle, two basic graphic transformations, translation and rotation, are added, which is of great significance to help students establish the mathematical thinking method of spatial concept and feeling transformation.

About the statistical content. On the basis of the first two volumes, the textbook arranges some large data to understand the "one-to-five" bar chart and simple compound statistics, so that students can further experience the process of data collection, collation, description and analysis, further understand the significance and role of statistics, and gradually cultivate students' statistical concepts.

Four, teaching suggestions and teaching materials.

The teaching suggestions of this textbook have been well expounded in the teacher's book (P4- 1 1). Textbooks are a set of teaching resources collected and integrated by editors, which provide materials and information for teachers and students to learn. They are authoritative and scientific, and have positive and irreplaceable functions and functions. However, as a teacher under the new curriculum, we should have a new concept of teaching materials, not just follow the teaching materials, but move from "teaching materials" to "teaching with teaching materials" and "surpassing teaching materials". Now I put forward the following teaching suggestions from the teaching practice level.

(1) Respect the realistic starting point of students and create effective teaching.

American educational psychologist Ausubel said: "The most important factor affecting learning is what students already know. We should teach according to students' original knowledge. In order to respect students' realistic starting point and create an efficient classroom, we can use unit preparation test to understand students' realistic starting point.

For example, before teaching Unit 4 "Division in Table (2)" in Volume 2 of Junior Two, we can make a unit preparation for students through these four questions.

1, use the multiplication formula of 7 ~ 9 to find the division formula of quotient ***48.

2. The two-step synthesis formula is 4× 8+23 20 ÷ 4× 7 6+2× 3 54 ÷ 9× 818+12 ÷ 6.

Step 4 solve the problem.

(1) There are 30 cars and 6 trucks in the parking lot. How many times are there more cars than trucks?

(2) The students planted 8 Chinese rose flowers and 4 rows of chrysanthemums, with 6 flowers in each row. How many times have chrysanthemums been planted?

(3) read a book in winter and winter, read 6 pages a day and finish it in 6 days. If you read four pages a day, how many days will it take?

Then, according to the students' needs and level, the content, arrangement order and teaching methods of teaching materials are appropriately selected or adjusted to make the content of teaching materials closer to the students' actual needs. Micro-control class teaching plan.

(2) Respect the connection between students' life and mathematics and improve their interest in learning.

The compilation of new textbooks pays attention to the life of mathematics. In the teaching examples, the theme map is introduced to reflect both the real life content and the learned mathematical knowledge, trying to explain that the teaching of all parts of knowledge is introduced from the practical problems or realistic background experienced by students, and the exercise design is also introduced from the life problems that students are familiar with, which shortens the distance between classroom and life, but the compilation of teaching materials has certain limitations. Because of the different environment and life experiences of students, they may not all adapt to the situation in textbooks. Therefore, we should pay attention to the flexible handling of teaching materials according to the surrounding environment, life experience and teachers' own style, and rely on the knowledge carrier of teaching materials to turn them into life situations close to students' familiarity, or change them from static to dynamic or present them in various forms, so as to make the classroom more dynamic.

For example, the situational pictures on pages 96 and 98 of the fourth textbook, although this teaching situation combines with students' campus life, can also be combined with teaching materials to educate students' thoughts. However, if this situation is used twice in a row, it is not new to students and cannot arouse their interest in learning. At the same time, the connection between written calculation and estimation is not strong. Then we can take the teaching content of this class as the situational theme of buying things we like, and complete the exploration of new knowledge, consolidation exercises, infiltration and expansion exercises of mathematical ideas in a situation, which not only gives full play to the multifunctional role of a topic, but also attracts students' learning attention and stimulates students' learning interest.

In our textbook, the static presentation of some exercises makes it difficult for teachers and students to understand the editor's intention. For example, the fourth question on page 29 and page 36 of the fourth textbook, it is difficult for second-year students to understand the meaning of the question, and it is difficult to ask the division problem through one-step calculation. Faced with such problems, we teachers need to dig and create. Should be based on teaching materials as living resources. Change the carrier of knowledge, or turn static into dynamic, so that students can understand textbooks, solve problems and experience the joy of learning according to their own life experience.

(c) Respect the systematicness of knowledge and pay attention to sustainable development.

In order to do a good job of connecting teaching before and after, teachers should treat teaching materials from the perspective of knowledge system, clarify the knowledge chain, adjust the teaching order appropriately, add some teaching contents and improve the knowledge system, so as to facilitate students to effectively establish cognitive structure and lay a good foundation for their sustainable development. For example, the three types of application questions about "multiple" are arranged in the textbook as follows: After the teaching of "Multiplication Formula of 7" in the third volume, students use "multiple" to understand the concept of "multiple", and the application questions of "one number is several times that of another number" are arranged in the table in the fourth volume. This arrangement is not conducive to students mastering systematic knowledge and establishing a good cognitive structure. After "how many times one number is another number", teachers should increase the example teaching of "how many times a number is known, how to find this number", strengthen the comparative teaching of three types of application problems, and let students learn multiples systematically and establish a complete knowledge system.

(D) Respect the development potential of students and promote the development of thinking.

On the basis of respecting students' development potential, teachers should tap their own teaching wisdom, creatively and effectively use teaching materials, extend and expand, fully tap the value of these exercises in cultivating students' thinking, and realize the teaching purpose of respecting students' development potential and promoting thinking development.

For example, the title of question 8 on page 58 of the fourth textbook is as follows:

Teachers can transform and expand this topic and add more questions. Question (3): How old is mom this year? Question (4): "How old was Mom than Xiaohong last year?" After the students have finished four questions, let them observe the difference between questions (1)(2) and (3)(4). In comparison, the age difference between two people is constant and the multiple will change. Then ask the question (5): How old is her mother after four years? Ask students to observe the formula after solving the problem: 35÷5=7, 36÷6=6, 40÷ 10=4. What did you find? Let students experience the law that multiples gradually decrease with age.

For another example, after teaching three kinds of application problems about multiples, teachers should appropriately add some application problems of multiplication sum, multiplication difference, multiplication difference and multiplication, and understand the quantitative relationship with the help of intuitive object diagrams and line segment diagrams, and feel the characteristics of these two-step application problems. Because the application problem solving of integer two-step operation is the teaching focus of this book, only multiplication and division application problems are arranged in the third grade, and these contents are added this semester, which is in line with the characteristics of textbook arrangement and students' cognitive characteristics.

In a word, the new textbooks provide teachers with a space for creativity. Teachers should respect the new textbook and fully tap its advantages, but they should not stick to the textbook, face up to the problems existing in the new textbook, give full play to teachers' subjective initiative and use the new textbook flexibly and creatively!

The above is my humble opinion on this textbook. Please discuss the shortcomings after the meeting! thank you