When studying math textbooks, we can't read them in isolation. We must study textbooks in combination with curriculum standards, teaching books and learning conditions. Only in this way can we understand textbooks and better grasp the essence of mathematics knowledge. Otherwise, there will be superficial teachers, biased teachers and absurd teachers.
When learning mathematics textbooks, we can combine the following aspects to learn:
First, combined with curriculum standards, grasp the concept of teaching materials
Learn the curriculum standards and understand the teaching content and requirements of each period. Only in this way can we accurately grasp the overall goal of teaching, the important and difficult points of teaching, and make clear the "four basics" requirements and the core literacy of mathematics behind the teaching materials.
Second, combined with teaching materials, understand the writing intention
Through reading, we can understand how the textbook embodies and implements the requirements of mathematics curriculum standards, understand the characteristics of teaching content arrangement in each part, and make clear the learning requirements of each knowledge point and the setting intention of each problem map, each example and exercise in the textbook, so as to dig out the mathematical thinking method behind mathematics knowledge.
Third, study the structure of mathematics textbooks.
Reading textbooks can't be fragmented. We must study textbooks in a holistic, systematic and structured way, pay attention to the connection of knowledge and grasp the connection of knowledge. Otherwise, our teaching will only see the trees but not the forest, and the teaching will have no depth and breadth. Before teaching, you can read through the textbooks of grade 1-6 and have a certain understanding of the overall knowledge of mathematics. Secondly, skim the textbook of this grade, grasp the connection between the first and second volumes, and then read the textbook of this volume intensively to understand each unit. Finally, read the textbook carefully, including the interpretation of the theme map and examples, to understand how the knowledge system of this lesson is arranged in the textbook of the whole primary school. Make clear the location of the unit to which the textbook belongs, and the teaching objectives, teaching emphases and difficulties of this lesson.
Fourth, study mathematics textbooks in combination with learning situation.
When learning textbooks, we should interpret knowledge points, thematic maps and examples from the perspective of textbooks and students. Only by analyzing the age characteristics of students, thinking about the background knowledge and skills that students have formed, thinking about students' learning ability and learning style, and thinking about whether it is necessary to use textbooks creatively, can we really understand and make good use of textbooks.
Fifth, understand the intention of writing textbook exercises
Every exercise behind the textbook has a different writing intention, which is to sort out and consolidate the content of this section and the knowledge of this unit. Before teaching, reading math exercises can help us better prepare for new teaching, and we can also grasp the key points, difficulties and test sites of some knowledge.
Sixth, learning and teaching with the help of collective strength.
When learning textbooks, we should learn to consult experienced teachers and famous teachers around us to see if their interpretation of each unit and each knowledge point is the same as their own, and who has a more thorough and incisive interpretation. Teachers are bound to collide with sparks of thought in the discussion and exchange, learn from others' strengths, and choose what is good and follow it. When one person's idea is shared with another person, it becomes two ideas. As a teacher, we should learn to use the strength of the team to brainstorm and make better use of teaching materials.
A wonderful and in-depth math class depends to a great extent on the depth and breadth of teachers' understanding of the textbook, whether they can dig out the mathematical ideas and methods behind the knowledge, and whether they can infiltrate the evolution of mathematical culture and mathematics in the process of knowledge formation. Mathematics textbooks are an important basis for teachers to carry out teaching activities and also for students to carry out learning activities. Learning textbooks is the premise of a good class and the basis of improving teaching efficiency and ensuring teaching quality. Teachers delve deeply into teaching materials, improve mathematics literacy and promote professional development.