Textbooks are carriers of knowledge, and their educational functions and curriculum ideas need teachers' profound understanding, scientific treatment and effective organization before they can be implemented in normal classroom teaching. Especially in today's diverse teaching methods, it has become the basic skill of every teacher to analyze and interpret the teaching materials reasonably under the new concept. The author believes that on the basis of respecting the teaching materials, we can make our teaching more effective by correctly grasping the teaching materials and using them flexibly and creatively. In the actual teaching process, the same is true. Teachers are no longer just consumers and executors of teaching materials, but planners and designers of teaching materials. Teachers are "using" textbooks instead of "teaching" textbooks: teachers can give full play to their intelligence and wisdom according to the favorable conditions and broad space provided by the new curriculum standards, and flexibly process, adjust, combine, supplement, extend, adapt and edit the curriculum content according to the needs of teaching objectives, so as to make students' learning activities climax again and again and advocate intelligent mathematics learning. Viewpoint 1: Respect the teaching materials and reorganize them reasonably. Under the background of the new curriculum, if this teaching method is still copied, the new ideas contained in the new curriculum will rarely be recognized, felt, understood and thought by teachers. Therefore, in order to truly transform the new curriculum concept into teachers' teaching behavior, we must reorganize or process the teaching materials reasonably on the basis of firmly establishing the view of "teaching with teaching materials", tap the potential value factors in the teaching materials and reflect the new ideas contained in the teaching materials. How to divide the limited class hours more reasonably, and urge teachers to study textbooks better, pay attention to the systematicness of the whole knowledge system, and constantly improve lesson preparation and improve teaching quality. To improve the efficiency of classroom teaching, we must constantly explore and improve. As teachers, we should also use a mind full of mathematical thinking methods to study and deal with teaching materials to make mathematics more interesting. We should try our best to make the tangible thoughts in mathematics textbooks reflect the invisible thinking process after metaphor, find the growth point of new knowledge through appropriate processing, and use the textbooks creatively to improve students' mathematical thinking. Case exercise: How many times is the length of the first line segment the second line segment? If this problem is completed according to the textbook, students' thinking will form a fixed pattern, and there are many ways to solve this kind of problem in real life. Through the development of this material, teachers can improve students' problem-solving ability in many ways. Therefore, we can improve this material. Everyone prepares a red and green note with various relationships. Ask the students to find out that the length of the red note is several times that of the green note. The teacher's action of turning static into dynamic is helpful to arouse students' enthusiasm for inquiry. Sheng 1: measure the length of each note first, and then calculate it continuously. Student 2: Measure the red paper with green paper and make a mark at a time. Several marks indicate that the red paper is several times that of the green paper. Health 3: Fold the red paper strip and the green paper strip into the same length, and then unfold them. You can see that the red paper strip is several times as long as the green paper strip. Students' methods are varied. This kind of effective textbook development, with a dynamic and thoughtful learning style, has brought great vitality to the classroom, mobilized students' thinking enthusiasm and improved the effectiveness of teaching. Through many similar cases, we can know that the generation of wonderful classroom resources at any time benefits from the bold processing and deep excavation of teaching materials by teachers, especially teachers. This kind of classroom teaching can enrich students' learning and make them more thoughtful. Only in this way can the classroom really become a platform for students to develop their thinking and improve their ability. Viewpoint 2: Grasping the opening of teaching materials In the new teaching practice of curriculum reform, we teachers can no longer simply and mechanically "use" teaching materials, but should pay more attention to timely and moderately excavating teaching materials, and extend, develop, edit and innovate teaching materials on the basis of grasping teaching materials. Teachers should consider students' thinking level and adjust the presentation opportunity of learning materials: they can "re-edit learning materials to better improve students' participation"; We can also "develop teaching materials on demand, cultivate students' creativity and realize the innovation of primary school mathematics teaching materials", and so on. There are also some teaching content designs that have changed with the passage of time and historical changes. Content that is considered to be in line with the times may be eliminated in a few years. Therefore, teachers need to change the specific situation with the times according to the actual situation, so that the teaching materials are "contemporary", that is, this situation can accurately reflect the mainstream reality of national cultural spirit, accurately express people's realistic psychological needs, cheer up and take the initiative. Learning should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students learning mathematics, emphasizing starting from students' existing life experience, which fully illustrates the importance of creating problem situations in mathematics teaching. Although it is also the aspect ratio of the national flag, the teacher quoted the situation of keeping pace with the times and got a completely different result. Mr. Ye Shengtao once said: "Textbooks are nothing more than an example. It can only be used as a basis for teaching. To teach well and benefit students, we must rely on the good use of teachers. " Someone said, "The teacher took the textbook to find the students." Others said, "The teacher takes the students to the textbooks." Others said, "Students go to the teacher with textbooks." Now we should clearly understand: "Students and teachers jointly create and develop teaching materials." Only by doing a good job in the "secondary development" of teaching materials can we make teaching materials "only for my use" and "not for the exclusive use of teaching materials" and give full play to their potential advantages. Only in this way can the new concept of curriculum reform and the reform of teaching methods have new ideas, new perspectives and new breakthroughs. Let our teaching expand more space, let students become the real masters of learning, want to learn, enjoy learning, learn mathematics, and get lifelong sustainable development!