In using and exploring the new curriculum, teachers feel the happiness brought by the new curriculum and new ideas to students, and also feel the distress brought by the new curriculum standards to our teachers. Most teachers feel that the new textbook is difficult to teach, the knowledge arrangement of the new textbook is not systematic and sporadic, and there is no accurate concept, definition, calculation method and law described in words. How to use the new textbooks will make teachers relaxed and scholars happy? First of all, we should understand the difference between the mathematics experiment teaching material of the new curriculum and the 91 teaching material. The new textbook not only has great changes in guiding ideology, basic principles and main ideas, but also has great changes in the overall thinking and writing characteristics of the textbook. The new textbooks provide students with more knowledge, pay attention to students' experience of knowledge, embody the formation process of knowledge as much as possible, embody the concept of teaching and learning in the new textbooks, and pay attention to the learning methods of independent exploration and cooperation and exchange. The presentation of the teaching content of the new textbook has also been humanized, which is in line with children's age and psychological characteristics, situational, life-oriented, active, interesting, exploratory and open. If the teacher prepares lessons according to the same routine, it will not work. New textbooks, new ideas and new teaching methods are a challenge to teachers' teaching. As the organizer and guide of teaching activities, we teachers should seize the opportunity and meet the challenge. You should do the following:

First, it is one of the keys to make good use of teaching materials to be familiar with curriculum standards and understand the writing ideas and arrangement characteristics of new teaching materials.

The new curriculum mathematics experimental textbook "strives to make the structure of the textbook conform to the principles of pedagogy and psychology and the age characteristics of children, pay attention to students' interests and experiences, reflect the formation process of mathematics knowledge, and strive to provide lively materials and environment for students' mathematics learning." The arrangement of teaching materials is to design activities and learning materials according to students' existing experience, pay attention to students' experience of knowledge and gain an understanding of knowledge; The new textbook pays attention to open teaching methods, which provides rich resources for teachers to organize teaching creatively. The new textbook strives to provide students with sufficient time and space to participate in mathematical activities, so that students have more opportunities to explore and practice in person, so as to better understand the basic knowledge of mathematics, form basic skills and master mathematical methods; ..... Only when teachers are familiar with the curriculum standards and understand the characteristics of the compilation and arrangement of new textbooks can they grasp the direction, clear their thinking, grasp the scale, write a good lesson plan and give a good lesson.

Second, be familiar with the curriculum standards, pay attention to the lead-in link, and be fully prepared before class.

Interest is the best teacher. Curriculum standards emphasize the importance of cultivating students' emotions, attitudes and values. In classroom teaching, whether students' interest in learning is active or not is the key to the success of a class. Although the new textbook provides a large number of scenario diagrams for students to create learning scenarios, they are still static diagrams. If it is a black and white version, the effect is even less obvious. Therefore, teachers should pay some attention to the introduction. First of all, think: import by game? Riddle import or story import? Or multimedia courseware import? …? How are the imported languages organized? What kind of tone and tone? Especially the last two points, it can adjust children's interests and emotions and skillfully link all aspects of the classroom, but our teachers are often easy to ignore. Secondly, we should consider whether the static scene diagram can be made into a dynamic diagram. Practice has proved that children prefer colorful dynamic pictures to static pictures, which can attract their interest and attention. Then the preparation of teaching AIDS and learning tools. The teaching contents of the new textbooks all embody the idea of "doing mathematics". The derivation of formulas such as "comparison", "understanding objects and figures", "classification" and "understanding clocks and watches" requires a large number of teaching AIDS, and learning tools such as "understanding objects and figures" and "classification" require teachers' unified preparation. If you don't prepare well before class, it's useless to prepare lessons no matter how good it is. At the same time, the new textbooks not only leave space for teachers to think, but also broaden the space for students to explore and create conditions for students' personalized learning. Compared with the old textbooks, there are fewer examples and exercises. It seems that students have less learning content and teachers' teaching is simpler. On the contrary, there are fewer examples, but the steps are bigger, and the connotation capacity of a lesson is also increased. For example, in the teaching of solving practical problems in all grades, the situational diagrams provided by textbooks often have certain openness. There are many places in the textbook: can I ask any math questions? Students may ask many questions, forming a series of multifaceted or progressive questions. The chance of randomly generating teaching has increased, which makes the teaching content more difficult for teachers. It requires high adaptability and regulation ability of our teachers' classroom teaching, and it is difficult to grasp the "degree" of a class. This requires our teachers to fully understand the teaching materials, pay attention to the internal relationship between the knowledge before and after, and properly handle the teaching materials. For another example, the calculation questions in the new textbook reflect the diversity of algorithms. In many examples, there is not only one algorithm, which is mainly reflected in: How do you want to calculate it? How many algorithms do you have? What other algorithms do you have? The algorithm is no longer summarized in the form of laws and theorems like the old textbooks. Its essence is to let each student think independently and come up with solutions to problems that reflect their own personality, which is a respect for students' personality. "Algorithm diversity does not mean that the algorithm is comprehensive". Different students should have different requirements according to their own thinking ability. Choosing the most basic algorithm from several algorithms will have an impact on subsequent learning. This method needs everyone to master. Choosing "time" and "new" is the simplest algorithm thinking, or the most innovative algorithm. This method should be encouraged, but not required to be mastered by everyone. If the teacher does not prepare such a calculation class, many children are always keen to show all kinds of strange methods. The teacher didn't have a good choice of classification, but let the students master it freely. As a result, they didn't even master the most basic algorithm. Therefore, we must thoroughly understand the teaching materials, make good preparations for each class, and make full preparations for each class.