Viewpoint 1: Teachers should grasp the primary school mathematics curriculum as a whole.

I hope the teacher will do it at six o'clock before class.

What are you going to let the students learn?

(2) What you can think of is related to this content.

③ Why is this content important?

④ What is the knowledge and experience basis for students to learn the content?

⑤ What problems may exist in students' study?

What strategies are there to help students learn these contents?

Viewpoint 2: Teachers must systematically understand mathematics textbooks.

Many teachers in our school, including other schools, have been teaching a certain subject in the same grade for several years in a row, and some have even taught for the same period for several years or even longer. In this way, teachers are familiar with the textbooks during the study period, and even close their eyes, they can know which knowledge points are on which page. It is this familiarity that leads teachers to stop studying textbooks, not to mention all the textbooks in the teaching department. In this way, the teacher's teaching just stays in his own world to solve problems. In the face of students with learning difficulties, he always complains about the poor foundation of students and puts the responsibility on his former teacher. Although I want to cultivate students' ability, I always come up with a trick, and there is no systematic training goal. After listening to Professor Zhang Dan's explanation on systematically grasping the teaching materials and implementing the "core literacy" project, I know for the first time that only by systematically and comprehensively learning the teaching materials can the "core literacy" project be effectively implemented. By listening to the second-year students finish the teaching of "the meaning of fractions" in the third grade, the students learn wonderfully, especially when the fractions are expressed on the number axis, and the second-year children can finish the first class well. I'm surprised. The mathematical literacy of "combination of numbers and shapes" can be cultivated in the second grade. What is rare in the fifth grade? Therefore, teachers should systematically study textbooks, understand the significance of third-grade teachers' teaching achievements, teach the content of fifth-grade achievements and cultivate mathematics literacy. The fifth grade should also study the textbooks of the third grade. By the third grade, students already know the content of the score and what mathematics literacy they have. With the help of students' existing knowledge and ability, we can effectively cut into the teaching theme and achieve the effect of solving the teaching content conveniently. Are we still difficult to teach? Will there be so many poor students?

Viewpoint 3: Teachers should have research spirit.

When I was teaching grade understanding in grade five before, the textbook said, "Divide the unit" 1 "into several parts on average, take one or several parts and express them with scores." Last year, I taught the meaning of grade in the fifth grade textbook. It means "divide the unit" 1 "into several parts on average, and the number of such parts or parts is expressed by scores". I thought at that time, how to "take" one or more copies of the textbook and change it to "express" one or more copies? I haven't studied the textbook since I gave up greeting, and I don't understand the purpose of changing the textbook to "expression". In this research, I have heard many experts' explanations, and I know I am ashamed of myself. Why are they experts and we are still ordinary and unruly? Because there is no research spirit, there is a lack of thinking when encountering problems. Therefore, if a teacher has research spirit, it is difficult for a teacher with research spirit to become an expert, but effective and efficient teaching can be easily realized. Our job burnout will be gone, and we can work happily in the harvest every day.