Primary school mathematics textbooks are carefully compiled by editors according to the requirements of primary school mathematics curriculum standards, combined with the characteristics of mathematics learning and students' cognitive laws.

Primary school math textbooks are not equal to teachers' handouts. Before teaching, teachers must thoroughly study the curriculum standards of primary school mathematics, carefully analyze and study textbooks, understand the intention of compiling textbooks, scientifically organize teaching contents, choose teaching methods, carefully compile teaching plans and implement teaching, so as to successfully achieve teaching objectives and complete teaching tasks. Therefore, teaching material analysis is an important basic skill for teachers and a prerequisite for teachers to prepare lessons and teach well.

Second, the content analysis of teaching materials

To have a good class, you must prepare lessons first. One of the keys to preparing lessons is to conduct in-depth analysis and research on teaching materials according to the spirit of curriculum standards.

Generally speaking, the analysis of primary school mathematics textbooks should include the following aspects.

(A) Analysis of the internal relationship between the arrangement system of teaching materials and knowledge

Mathematics is a systematic and logical subject. The internal relations between the parts are very close. Primary school mathematics textbooks in compulsory education stage are no exception. Mathematics textbooks for primary schools are arranged with numbers and algebra as the main lines, and are organically combined with preliminary knowledge such as geometry, statistics and possibility, and problem solving. By analyzing the internal relationship between the arrangement system of textbooks and knowledge, we can grasp the distribution of all kinds of knowledge in primary school mathematics textbooks as a whole, understand the context and vertical and horizontal relations of all kinds of knowledge, and their position and role in the whole primary school mathematics textbooks. For similar knowledge, we can fully realize the part to be taught. What is its knowledge base, paving the way for subsequent knowledge learning and so on.

After mastering the arrangement system and internal relations of primary school mathematics textbooks, we should conduct in-depth and concrete analysis and research on a textbook, a unit textbook or a class textbook, and seriously study the key points, difficulties and emphases of the textbook in order to effectively serve the classroom teaching.

(2) Analyze the key points, difficulties and keys of the teaching materials.

On the basis of careful analysis of the internal relationship between the textbook arrangement system and knowledge, we should also analyze and study the key points, difficulties and emphases of textbooks according to the teaching requirements and the characteristics of textbooks, and combine the students' reality, scientifically organize the teaching content and design the teaching process, so as to grasp the key points, highlight the key points, break through the difficulties and promote the overall and effective improvement of classroom teaching efficiency.

1, the focus of the textbook.

Determine the focus of the textbook, based on the textbook itself. Looking forward and looking back, tracing back to the source and exploring the current, deeply analyzing the content of research and teaching, and putting it into the whole knowledge system to judge its status and value.

Teaching emphasis and teaching emphasis are both related and different. The connection lies in the fact that teaching emphasis is the basis of determining teaching emphasis, and the difference lies in the slightly different expressions of teaching emphasis and teaching emphasis. Taking "addition and subtraction of fractions" as an example, the textbook focuses on the addition and subtraction of fractions with different denominators; The focus of teaching is to make students master the rules of addition and subtraction of different denominator fractions and use them correctly.

2. Teaching materials are difficult.

Some contents in primary school mathematics textbooks are abstract and difficult for students to understand. Some contents are criss-crossing and complicated; The essential attributes of some contents are relatively hidden; Some contents reflect new ideas and methods, and show a great slope in the connection between old and new knowledge; There are also some contents that interfere with each other and are easy to confuse and make mistakes. This kind of teacher is difficult to teach, students are difficult to understand and master, and students are prone to confusion and errors in their learning, which is usually called textbook difficulty.

For example, in the division of two digits divided by multiple digits, the trial quotient is more complicated. It is more complicated and difficult for primary school students to understand the meaning of application questions and list formulas, so these contents are more difficult. The difficulty of teaching materials generally constitutes the difficulty of teaching, but it is also slightly different in presentation. The difficulty of textbooks is twofold-passivity and enthusiasm. Usually we pay more attention to the negative side of difficulties, which is absolutely necessary. However, we should also see the positive side of the difficulties in teaching, which plays an irreplaceable role in deepening understanding, developing thinking and cultivating innovative consciousness and mathematical literacy.

3, the key to teaching materials

Some contents in the textbook play a decisive role in mastering a certain part of knowledge or solving a certain problem, 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 you master the key points of the textbook, the teaching of related content will be solved. For example, mastering "complement method" is the key to learning carry addition within 20, and mastering the counterpoint principle and method of partial product is the key to learning multi-digit multiplication.

There are both connections and differences between teaching materials and teaching priorities. The focus of teaching materials is mainly on mathematical knowledge, and the focus of teaching usually refers to the breakthrough to solve teaching difficulties, including ways and methods to solve difficulties in addition to key knowledge. For example, in the section "Calculation of parallelogram area", the key of teaching is to splice the parallelogram into a rectangle by cutting and complement, so as to realize the transformation from unknown to known. The key points, difficulties and emphases of teaching materials can sometimes be the same.

A comprehensive analysis of the teaching materials and an accurate grasp of the key points, difficulties and emphases of the teaching materials are the premise for students to correctly understand and master the contents of the teaching materials.

(C) Practical analysis of teaching materials

In mathematics classroom teaching, it is the only way for students to master knowledge, develop their thinking and improve their ability to carry out purposeful, planned, multi-form, multi-level and multi-angle exercises. Therefore, exercise, as an important part of teaching materials, should be paid enough attention to in teaching material analysis.

(D) Digging moral education factors in textbooks and infiltrating mathematical thinking methods.

1. Analyze and mine related teaching materials, and pay attention to ideological and moral education.

2. Analyze and mine relevant teaching materials and infiltrate mathematical thinking methods.

There are both connections and differences between mathematical thought and mathematical method. It should be said that mathematical thought is the sublimation of mathematical method, and mathematical method is the embodiment of mathematical thought. Because primary school mathematics is relatively simple, the mathematical ideas and methods it reflects are more and more integrated. Therefore, as a whole, it is usually called mathematical thinking method.