Qian Shouwang, a special-grade teacher in the primary school affiliated to Renmin University of China, is the main resource for teachers' teaching, the material selection for students' learning and the important basis for teaching and learning. Teachers are first "course workers" and then "teaching workers". In order to improve the quality of mathematics teaching, teachers should first understand and master the intention of writing new textbooks through research and analysis. First, we should study the textbooks at hand and understand the editors' intentions; Second, we should study different versions of textbooks, and find out what changes exist between the current curriculum standard textbooks and the original compulsory education textbooks through the comparative study of different versions of textbooks; What are the differences in the presentation of the same content in several different versions of curriculum standard textbooks? Through reading, we can understand the arrangement characteristics of each version of curriculum standard textbooks and learn from each other's strengths. Friedenthal once described the expression of mathematics as follows: No mathematical idea is published as it was discovered. After a problem is solved, it develops into a formal skill, and as a result, the solution process is shelved, making the fiery invention cold and beautiful, so he said: "Teaching materials are the inversion of teaching methods." Textbooks present forms and cold results. If we start from these "cold" forms of teaching, students will not be able to experience the "hot" mathematical thinking process. The most important thing to understand the textbook is the secondary development of the textbook by teachers. This involves the development and utilization of teaching material resources. Paying attention to the development and utilization of curriculum resources is a new goal put forward by the new round of curriculum reform. Its purpose is to change the tendency of school curriculum to pay too much attention to book knowledge, strengthen the connection between curriculum content and students' life, modern society and scientific and technological development, pay attention to students' learning interest and experience, and adapt to the needs of different students' development in different regions. Then, how should teachers develop and utilize teaching resources under the background of new curriculum? First, effectively tap and make good use of teaching materials. Compared with the previous textbooks, the new textbooks have changed greatly in material selection and presentation. The experimental textbook not only considers the characteristics of mathematics itself, but also follows the law of students' learning mathematics. It emphasizes that starting from students' existing life experience, students can experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematical knowledge and make progress and development in thinking ability, emotional attitude and values. Teachers' use of books has also reduced the detailed analysis of textbooks in the past and replaced them with some suggestions for teachers' teaching. Judging from the editor's intention, the main purpose is to provide a broader creative space for teachers and provide opportunities for teachers' creative teaching. But in this way, it also invisibly increases the difficulty for some inexperienced teachers to "fully understand" the teaching materials. Textbooks are important resources for teaching. Teachers should consciously tap other resources, choose and arrange teaching content according to local conditions and people's needs, but pay attention to the scientific, systematic and logical arrangement of teaching content. Teachers should be loyal to textbooks, activate textbooks, adjust textbooks and create textbooks. As far as the content of a class is concerned, I think teachers should do the following: 1, and deeply understand the editor's intention. Textbooks are the basic materials for teaching activities. Only by deeply understanding the intention of compiling teaching materials and deeply studying the teaching materials can we analyze the teaching materials from multiple angles and dig out the hidden contents in the teaching materials, and then we can turn the teaching materials into learning materials, so that teachers can innovate in teaching and students can innovate in learning. 2. Reasonably determine the breadth and depth of teaching content. The breadth of the so-called teaching content. It refers to the scope or quantity of knowledge, and from the perspective of information theory, it is the amount of information transmitted to students in a class. Too much information knowledge in a class is hard for students to accept, and too little information knowledge in a class wastes time, which is not conducive to mobilizing students' enthusiasm. For example, in the lesson of "Equivalent Replacement" in the second volume of the third grade textbook published by Teachers' Education Press, I reasonably expanded the content of the textbook, skillfully organized an example and several isolated exercises in the book, and formed four teaching situations: "I can do it if I succeed in the first battle", "I can change my face" and "challenge myself", which guided students to think deeply step by step, and students faced one challenging question after another. 3. Make clear the key points, difficulties and emphases of teaching. When there are several knowledge points in the teaching content of a class, it is often necessary to make clear which are the key points and which are the difficult points, so as to avoid not grasping the main content in teaching, spending more time on the secondary or easily accepted content, or using all the strength, affecting the understanding and mastery of the key points and difficulties, and failing to achieve the expected teaching effect. Some contents in the textbook play a decisive role in mastering a certain part of knowledge or solving a certain kind of problems, and these contents are the key to the textbook. As the focus of textbooks, it often plays a breakthrough role in the process of overcoming difficulties and highlighting key points. Once the key of the textbook is handled, the teaching content related to it will be solved. 4. Reasonably arrange the teaching order. The teaching order of primary school mathematics is generally arranged in textbooks. However, the teaching order designed in the textbook is the most basic and cannot be too detailed. Teaching often needs to make more detailed arrangements according to the internal relations of teaching materials and the specific conditions of students. For example, in the process of "looking for rules", I made bold treatment according to the teaching materials and designed a series of activities: first, "guessing", looking for rules according to the existing arrangements, guessing what the next figure or object should look like; The second is "talk about it", which can tell different laws (such as shape, quantity, color, length, size, etc.). ) make the same arrangement from different angles; The third is "pendulum", and the self-selected materials are arranged regularly; The fourth is "performance", which expresses a certain law in a way that students like, such as voice, action, picture and rhythm; The fifth is to "find" and find out the regular phenomena in life. This design is not only easy to stimulate students' interest in learning, but also conducive to the development of students' thinking ability. 5. Dig deep into the educational resources hidden in textbooks. In teaching, teachers should use the rich and vivid materials provided by textbooks to stimulate students' interest in learning and desire to explore. Examples and exercises in textbooks can be properly processed according to the needs of teaching, serving teachers' teaching and students' learning. For those materials that have obvious effects on cultivating students' attitudes, emotions and values, we should pay attention to using enough materials to make them really play their due role in teaching. There are many ways of thinking in the current curriculum standard textbooks, such as transformation thinking, transformation thinking, thinking set, analogy thinking, extreme thinking, combination of numbers and shapes … but these ideas are not clearly written in the textbooks. If knowledge is a bright line written in textbooks, then thought is a hidden line, which is easy to understand and difficult to see. When preparing lessons, only by understanding and mastering the thinking method can teachers understand the teaching materials as a whole and in essence. Only by digging deep into the ideas in the textbooks can we design the teaching process scientifically and flexibly and improve students' thinking quality. Therefore, what needs special explanation here is that teachers should pay attention to the reality of students, the specific teaching situation and the existing teaching resources when developing and utilizing teaching resources. Teaching materials should not be ignored in the development of teaching resources, and the development of teaching resources should not only be fun. When dealing with teaching materials, we should adhere to the basic principles of respect, good use and innovation. Second, creatively develop and utilize other teaching resources. A clear curriculum consciousness rejects the biblical view of teaching materials, and requires teachers to establish a sense of curriculum resources and realize that teaching materials are only text resources for curriculum implementation, which can be surpassed, selected and changed. Textbooks are only an important carrier of the course, but they are not the whole course. Any curriculum implementation needs to utilize and develop a large number of curriculum resources. 1, introduce the materials around you in time. (1) Choose events or phenomena in students' real life as teaching resources. Mathematics comes from life, so many events or phenomena in real life are related to certain mathematical knowledge. Choosing materials close to students' life can not only stimulate students' life experience, but also stimulate students' desire to explore independently. For example, when some teachers teach "How to read numbers within 10,000", they arrange survey homework the day before class and ask students to collect numbers within 10,000 seen in daily life. Results In the process of remittance the next day, students found many numbers within 10 thousand from newspapers, magazines, supermarket advertisements and other materials. In the classroom, students are organized to carry out classified reading, which has achieved very good teaching results. (2) Choose meaningful hot issues as teaching resources. Hot issues are the common concern of the whole society, closely related to the interests of every member of society, and also crucial to students, who are eager to know and understand. For example, we now advocate building a "conservation-oriented society". When teaching the understanding of large numbers, we can show some amazing data caused by waste to students, so that students can touch their hearts in the process of reading. (3) Choose exciting scenes as teaching resources. Exciting scenes often contain rich educational significance, and proper introduction can often achieve the effect of "killing two birds with one stone". For example, Liu Xiang's winning the championship is an excellent material for teaching "second understanding". I do this in teaching: (4) Choose students' own growth and development process as teaching resources. Children are curious about their own growth and development, and it is very easy to stimulate students' desire to explore from the topic of wonderful changes in the human body. For example, when teaching fractions, teachers gradually know the ratio of head to body from "fetal diagram", "juvenile diagram" and "adult diagram", and go through the process of forming fractions, so that students can know their own bodies while knowing fractions. 2. Timely access to resources generated in the classroom. Students are living masters of learning. In class, what questions students ask and how to answer the questions raised by teachers are often unpredictable. Students' problems, mistakes in learning and different viewpoints are all teaching resources that teachers can use. Teachers screen, control and integrate the generative teaching resources in the classroom, and make full and reasonable use of them, which can sometimes produce "icing on the cake" teaching effect. For example, in the class of "Wide Angle of Mathematics", the first volume of the third grade textbook of normal education edition, the teacher put forward such a topic: In 2004, there were four teams in Group A of the Asian Cup, and every two teams had to play a game. How many games will each team play? As a result, there are three kinds of students' answers: some say that one * * * will have six games; It is said that a * * * will play 12 games; It is said that a * * * will play three games. In view of this situation, I organized students to discuss and debate in time, and the classroom atmosphere suddenly became active. The students expressed their opinions, and finally agreed that a classmate who had to compete for six games would convince everyone, forming a unified conclusion for the whole class. 3. Rational use of community and family resources. Mathematics comes from life and is applied to life. There are a large number of curriculum resources related to mathematics teaching in communities and families. If we can use them reasonably in teaching, it will be of great benefit to stimulate students' interest in learning and expand their knowledge. Because most of the new textbooks are closely combined with life and production, teachers are required to go out of the classroom and school, to the society and to the community, and to master detailed materials and conclusive data. For example, in teaching classes of interest, teachers can arrange for students to learn about their interests from their parents before class or go to a nearby bank to report in class. When reporting in class, students get much more information from outside class than the knowledge introduced in the textbook. 4. Rational development of media and network resources. With the development of society and the improvement of people's living standards, television, radio, newspapers, magazines and computers have entered the homes of ordinary people, and students have more and more channels to obtain information and a wider range of knowledge. The real society is a network era and an information society. Teachers can collect some teaching-related topics on the Internet and enrich the content of teaching materials, which is a new way to use teaching materials flexibly. For example, in the process of teaching "distance, time and speed", the teacher played a clip of "cheetah chasing antelope" intercepted from the TV program "Animal World". The picture was still when the cheetah was about to catch up with the antelope. Teacher's question: Can cheetahs catch antelopes? Students guess what might happen. ) Health 1: I think cheetahs will catch antelopes because cheetahs run faster. Health 2: I don't think cheetahs can catch antelopes because their bodies are not as strong as antelopes. The teacher further asked: under what circumstances will cheetahs catch antelopes? Health: When the cheetah runs faster than the antelope, it can catch up with the antelope. When it runs slower than the antelope, it can't catch it. The teacher naturally explained that the fast and slow here are what we call fast in mathematics. So as to introduce new courses naturally. Students' favorite animal world caught their attention. 5. Organic integration of resources of other disciplines. The development of mathematics curriculum resources should pay attention to integrating the resources of other disciplines, as follows: First, tap the available resources of other disciplines and create situations. Help students understand mathematical concepts and master mathematical knowledge. For example, when I was teaching "equivalent substitution", I used the story of "Cao Chong called an elephant" that students learned in Chinese class. As soon as the class began, the teacher first showed a picture of Cao Chong like an elephant and asked, "Did the students think of a famous historical story when they saw this picture?" The students almost unanimously said, "Cao Chong is an elephant!" . "Remember what Cao Chong called an elephant?" With the demonstration of the courseware, the teacher asked the students to recall the process of Cao Chong weighing the elephant: drive the elephant to a big ship, see how much the ship sank, draw a line on the side of the ship along the water surface, then drive the elephant ashore, load stones on the ship until the ship sank to the place where the line was drawn, and then weigh the stones on the ship to know how heavy the elephant is. Teacher's Note: From a mathematical point of view, here Cao Chong used an important mathematical thinking method-equivalent substitution. In this lesson, we will learn how to use "equivalent substitution" to solve problems. Second, study population, resources, environment and other issues from a mathematical perspective. For example, when teaching the meaning of comparison, I used the data of imbalance between men and women in China, and naturally introduced a new lesson. In a word, how to read textbooks is something that front-line teachers must face, and it is also something that accompanies their career. In this sense, reading textbooks is not so much a teaching practice as an educational concept. Only when "reading textbooks" becomes an idea can our education shift from focusing on "results" to focusing on "process", our education can move from "knowledge" to "wisdom", and we can teach students for a whole life and make every lesson a lesson with stamina. About the author: Qian Shouwang, party member, bachelor degree, senior middle school teacher, Beijing special math teacher, national excellent teacher, national backbone teacher, director of primary school math teaching professional committee of China Education Association, member of the compilation group of primary school math curriculum standard textbook published by Beijing Normal University, and now vice president of primary school affiliated to Renmin University of China. His basic teaching skills are solid, his classroom teaching has its own characteristics, and his teaching and research achievements are fruitful. In the long-term teaching practice, I have gradually formed my own teaching style of "striving for progress in stability, seeking truth from life, innovating in practice, and being harmonious and natural".