How to interpret and implement the new textbooks under the new curriculum concept in primary school mathematics teaching, that is, how to correctly interpret the text and use the textbooks flexibly, is a problem worthy of discussion. I think we can grasp this principle, so that our teaching design and teaching behavior are based on textbooks, not bound by textbooks, so that teaching originates from textbooks, but is higher than textbooks, which truly reflects the simplification of mathematics teaching. In this process, we should grasp the relationship between "interpretation" and "flexible use". The first is to correctly "interpret the text". Including obtaining the resources you need, understanding the editor's arrangement intention, combing the knowledge points and establishing the teaching objectives and difficulties, all of which are the basis of "flesh and blood" and "flexible use" of teaching. The second is "flexible use of teaching materials". Through transformation, integration, thinking, simplification and life, the "resources" obtained in the teaching materials are optimized in the teaching activities, innovative in design, breaking through the difficulties and difficulties, and achieving the teaching objectives. This is the "flexible use" of teaching materials and the "soul" of teaching. The following are briefly discussed: First, how to correctly "interpret the text" in primary school mathematics teaching. Reading the text is an important basic skill of our teachers. Whether the text reading is in place is directly related to the establishment of teaching objectives, teaching difficulties, teaching design and teaching effect. Combined with my teaching practice, I think we should pay attention to three aspects in reading the text: 1, understand the arrangement intention of the text, and make clear the illustrations, marginal notes and hints in the text. There are a large number of illustrations in the current mathematics textbooks published by People's Education Press, including physical diagrams, schematic diagrams, tabular diagrams, line segment diagrams, geometric diagrams and so on. , and beside the illustration, text and tips are also marked. These organic arrangement components can cooperate with the characteristics of mathematics, carry out ideological education, communicate the relationship between mathematics and society and nature, communicate the relationship between mathematics and life, and infiltrate mathematical thinking methods. For example, the illustration of the "Possibility" case 1 in the first volume of the third grade mathematics published by People's Education Press: ① Which box can definitely touch the red chess piece? (2) Which box can't touch the green chess pieces? (3) Which box may touch the green chess piece? These three marginal words and hints point out new knowledge points, key points and difficulties in teaching. It can make students guess constantly in comparison, grasp the essence of knowledge, inspire students to analyze and think deeply, guide teachers to design activities such as touching colored balls, and let students guess-practice-verify in activities. Through the experience in practical activities, they can use "certain, possible and impossible" to describe the possible events in life. 2. Understand the status and role of examples, understand the relationship between examples and exercises, and teach new knowledge points. Examples are the core content of mathematics textbooks, which are typical and normative. It allows students to teach new knowledge points through examples, examples and methods, examples and classes, analogies and analogies, so that teachers can always grasp teaching difficulties in teaching design, establish teaching goals and conceive teaching ideas according to teaching difficulties. Teachers should be aware of the role and difficulty of exercises, find out the basic questions, variation questions and exploration exercises that match the exercises with the examples, and improve the distribution of questions. Correctly interpreting exercises is not a simple repetition of examples, but a necessary supplement, development and extension. For example, the theme map of the example 1 in the third volume of standard mathematics in the People's Education Edition: the sales of brand mineral water in a supermarket last Thursday. According to this example, it is not difficult for teachers to sort out the new knowledge points of this lesson: they can read horizontal and vertical bar charts, initially make horizontal bar charts, and conduct simple data analysis according to statistical charts and data. For example, the exercise in exercise 10 not only allows students to analyze simple data according to statistical charts, but also pays attention to the cultivation of students' ability to ask questions and solve problems. In this way, we need to pay attention to: What information do students get in the design of the teaching process? Can you ask some math questions according to the math information you get? Cultivate creative teaching ideas. 3. Interpret the relationship between the overall structure of teaching materials and new and old knowledge. To understand the relationship between the overall structure of teaching materials and old and new knowledge, we should grasp: ① Read the whole book, understand the content of unit teaching, clarify the relationship between the whole and the part, and handle the connection of mathematical knowledge between grades. ② Read the unit carefully, clarify the knowledge points, find out the connection point between the old and new knowledge, analyze the combination point of the old and new knowledge in mathematics, and analyze the thinking process of students learning new knowledge: balance (old knowledge)-imbalance (not knowing new knowledge)-causing conflicts (key points)-exchange and cooperation exploration (classroom effect)-new balance (learning new knowledge). Explain the goal of this unit, and how to implement each knowledge point and each example in each class, so as to achieve the unity of macro and micro, new knowledge and old knowledge, teaching goal and conception. Second, how to "flexibly use textbooks" in primary school mathematics teaching. After reading the text, teachers should teach new knowledge points according to their own mathematics teaching resources, truly establish "what to teach", establish teaching objectives, teaching priorities and difficulties, start to conceive specific teaching designs, determine the teaching process and firmly grasp "how to teach". Designing a simple, effective and practical teaching process truly reflects the flexible use of teaching materials, that is to say, instead of directly translating teaching materials into teaching plans, innovative design, bold selection, integration and transformation, simplifying the complex, intensive reading and flexible use, and designing a cooperative process, based on a profound interpretation of teaching materials. In the process of using textbooks flexibly, making bold choices and conceiving cooperation, teachers should analyze the intentions and ideas of textbooks according to some preset teaching objects and teaching scenarios. Generally speaking, teachers should not follow these ideas "word for word" in the teaching process, because: ① Textbooks are text materials, which are limited by text conditions and cannot fully present their rich and unique connotations and teaching ideas, so teachers must make reasonable thinking, bold selection and analysis when applying them. (2) The concept of textbook design may not properly reflect the concept of curriculum standards, so teachers must reflect on it reasonably, break the text lock when necessary, and critically inherit and conceive the innovative design process with individuality; ③ The object, scene, difficulty, text hints and marginal notes in the text design of teaching materials may not be suitable for local teaching at that time, so teachers are required to reprocess the text in teaching design and teaching, so as to truly "read the text intensively and use the teaching materials flexibly". For example, in the teaching class of mathematics "Possibility" in the third grade of the textbook, the game of touching chess pieces is arranged in the textbook, and the chess pieces of various colors in two boxes are directly presented to the students in the textbook arrangement. If students are told the number of red and green chess pieces and the packing situation in advance according to the idea of textbook arrangement, then students can play the game of touching chess pieces, which makes the game lose suspense. At this time, it is necessary to make some bold changes to the teaching materials according to the characteristics of the times, regions and students, that is, to change the chess pieces of various colors into table tennis, not to say the number and color of the balls in the box in advance, and then to carry out the "guess-practice-verify" touch ball activity, so as to achieve the teaching objectives more effectively, break through the difficulties in teaching, increase students' interest in learning and stimulate their desire to explore. To sum up, in the face of new courses, new textbooks, new teaching concepts and new ideas, only by updating concepts, correctly interpreting texts and using textbooks flexibly can our teaching not deviate from the direction. Only by truly reaching the deepest and highest level from "correctly interpreting texts" to "flexibly using textbooks" in teaching can we better achieve our teaching objectives, break through our teaching difficulties, achieve better teaching results, and make the mathematics classroom colorful because of incisive interpretation.