In my opinion, in order to understand the textbook, we must: (1) read the textbook from the perspective of overall connection; (2) Reading textbooks with the concept of curriculum reform; (3) Interpreting textbooks with questioning and inquiring attitude; (4) We should grasp the essence of mathematics to interpret textbooks.
In my opinion, to understand textbooks, we must learn to "cook". Reading for the first time as an adult; The second time from the author's point of view; Read it for the third time from a child's point of view. Reading may not understand, and each of us may have had such an experience. We read textbooks and teaching reference materials again and again, but we are caught in a misunderstanding and distress. There must be a bridge between reading and understanding. Ask yourself a few more questions. Why is this? In what way? Where is it? Where to find it? When I can completely convince myself and answer clearly, I take the first step of understanding. As Teacher Zhang Dan said: I thought of the song "I am not tired of reading you a thousand times" from Reading, and read it with thinking.
I think we can look at the textbooks from the following aspects:
1, understand the teaching objectives and requirements. Teaching goal is actually a degree of students' learning, that is, whether students know, understand or master what they have learned in the process of learning, which is basic knowledge and skills. Through the study of this content, do students master certain learning methods, leave room for students to think, cultivate students' awareness of problems, and cultivate students' emotions, attitudes and values.
(1) You must understand the requirements of the curriculum standards for the teaching content of each year. For example, in the fourth grade (Volume I), the content of "three digits multiplied by two digits", its annual goal is: to master the necessary operation (including estimation) skills from knowledge and skills; In mathematical thinking, we can collect useful information according to the needs of solving problems, conduct induction, analogy and guess, and develop the initial rational reasoning ability; In solving problems, we can find and put forward simple mathematical problems from real life, and learn to cooperate with others in problem-solving activities with the help of calculator in 2000; In terms of emotion and attitude, with the encouragement and guidance of others, I can actively overcome the difficulties encountered in mathematics activities, have successful experience in overcoming difficulties and solving problems with knowledge, have certain confidence in the correctness of my results, and believe that I can make continuous progress in information. Empirical mathematics is closely related to daily life, and we realize that many practical problems can be solved by mathematical methods and expressed and communicated by mathematical language.
(2) Understand the requirements of the teaching objectives of this book for the teaching content. Or take the content of "three digits multiplied by two digits" in the fourth grade experimental textbook (Volume I) of People's Education Press as an example. Its goal requirements are: to calculate the multiplication of three digits multiplied by two digits in writing, and to make corresponding multiplication estimation and check calculation; Two digits multiplied by one digit (the product is within 100) and hundreds of dozens multiplied by one digit; Through the process of finding, asking and solving problems in real life, we can understand the role of mathematics in daily life and initially form the ability to solve problems by using mathematical knowledge comprehensively; Experience the fun of learning mathematics, improve the interest in learning mathematics, and establish confidence in learning mathematics well; Develop a good habit of doing your homework carefully and writing neatly.
(3) Understand the requirements of the teaching objectives of this unit for the teaching content. For example, the standard experimental textbook of compulsory education curriculum published by People's Education Publishing House, Division with Remainder in the Third Grade of Mathematics (Volume I), has the following teaching objectives: "Make students feel the significance of division with remainder in combination with specific situations; Let the students skillfully calculate the division with remainder with their mouths and pens; Let students learn to use remainder division to solve simple problems in life. "
As long as we understand the requirements of the above objectives for teaching content, we can properly design the classroom teaching objectives that meet the students' learning, and at the same time, we will not raise or lower the classroom teaching objectives in teaching. Only in this way can we ensure that the course implementation is highly consistent with the teaching objectives.
2. Understand the author's arrangement intention. The arrangement of the teaching content of the experimental textbook for compulsory education (People's Education Edition) is based on the mathematics curriculum standards, guided by the overall compilation ideas and principles of the experimental textbook, and strives to make the structure of the textbook conform to the principles of pedagogy and psychology and the age characteristics of children. Experimental teaching materials fully reflect the interest and life, pay attention to students' experiences and experiences, reflect the formation process of mathematical knowledge, encourage students to diversify their algorithms, change their learning methods, and embody open teaching methods. It provides rich, vivid and active information resources, materials and environment for students to learn mathematics. Therefore, we must understand the following:
(1) Learn about "Theme Map".
The experimental textbooks published by People's Education Press all show the teaching objectives in situations. It gives teachers more space to study textbooks. At the same time, it also gives us great challenges. Every picture in the textbook has its profound meaning and purpose. As a teacher. Only after thorough research. To learn real knowledge. It can be said that the author Dou Yun is crazy, who can understand the taste? I think to understand the theme map, we must first understand what form it is presented and how it embodies the basic content to be learned in this unit. For example, the theme map of "quadrangle" in the third grade (volume I) of the experimental textbook of People's Education Press is the campus scene map, which is presented in the form of campus scene. Secondly, this topic map gives us information, and what role does this information play in the teaching of this unit. For example, there is a lot of information about "space and graphics" in the "quadrangle" theme map in the above example. Such as: rectangular stadiums, corridors, windows, square floor tiles, parallelogram sliding doors, stair guardrails and so on. The purpose is to contact students' life experience, enrich students' perceptual knowledge of graphics, especially quadrangles, and perceive geometric graphics in life as a whole. Thirdly, it is necessary to know what ideological and moral education and education on students' feelings, attitudes and values are permeated in the graphics, pictures, scenes or situations presented in the "theme map".
(2) Understand "examples". Whether it is the traditional old textbook or the experimental textbook of curriculum reform, examples are the most important part of the textbook, the important basis for teachers to guide students' learning, and the most basic examples for students to learn mathematics. So how does the teacher look at the examples? I think: first of all, we should understand how the example is presented and what its function is. For example, the example of "addition" in the third grade (Volume I) of the experimental textbook published by People's Education Press is 1, and its presentation mode is omitted. I think the example is presented like this. First, students should complete the continuous carry addition of two digits plus two digits under the guidance of teachers, because two digits plus two digits is what students have learned. The difference is that the sum of two digits plus two digits in the past is limited to 100, and there is only one carry. For example, 1 has two carry sums exceeding 100, and its vertical form is relatively simple, so it will enter. Secondly, it depends on the situation map. Most of the examples in the experimental teaching materials are arranged with situational diagrams. The author wants to let students experience the diversity of algorithms in specific situations from the aspects of knowledge and ability, perceive the operation in specific situations, and cultivate students' sense of cooperation. In mathematical thinking and problem solving, create life situations, so that students can think and solve problems in specific situations according to their existing life experiences; In terms of emotional attitude and values, let students perceive the beauty and richness of the great rivers and mountains of the motherland, realize the integration of disciplines with vast territory and rich resources, and inspire students to love the motherland and their hometown for patriotic education and study habits. For example, the situational diagram of the experimental textbook "Calculation of Addition" in Grade Three (Volume One) is 1, which is a group of students discussing the calculation method of addition in cooperative learning. Through discussion, all methods of addition calculation are put forward so that students can use different calculation methods to calculate addition. Therefore, teachers should guide students to teach calculation in different ways in teaching. Third, understand the dialogue in the example. In order to embody humanity and interest and make teaching materials more active, experimental teaching materials present some difficulties, key points, calculation rules and concepts in the form of dialogues in examples, and we teachers must understand the meaning of these dialogues. Fourth, we should understand the relationship between cases. There are also differences in the arrangement of examples in primary school mathematics experiment textbooks (PEP). The presentation forms of examples and examples are different, and the emphasis on student training is also different.