First, make clear the context of knowledge content.
The content of mathematical knowledge has the characteristics of logic of knowledge, abstraction of symbols and close connection. In the arrangement of teaching materials, the arrangement of each knowledge field is from easy to difficult, from simple to complex, spiraling up, and presenting knowledge content according to the system of pre-paving, mid-breakthrough and post-development. "Standards" points out that mathematics curriculum "should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students learning mathematics, emphasizing that starting from students' existing life experience ... mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience." For example, the contents mentioned in Examples 2 and 3 are arranged on the basis of students' learning the addition, subtraction, addition and subtraction of one digit and integer ten digits in oral arithmetic (the first and second volumes of Senior One have been learned). In fact, it is the comprehensive application of addition and subtraction knowledge within 100, which is for the multi-digit calculation of senior one (such as the subtraction of senior three digits). As far as this book is concerned, it is also arranged after students learn the addition of two digits (not to carry, carry) and the subtraction of two digits (not to abdicate). Because every knowledge content in the textbook does not exist in isolation, the research-oriented textbook should not only pay attention to the content of a class, but also understand the presentation order of the relevant content in the whole primary school stage, in order to achieve a targeted goal.
Second, grasp the arrangement intention of teaching materials
The knowledge in the textbook is static. Teachers should be good at teaching and processing textbooks, transforming static mathematical knowledge in textbooks into mathematical activities that students can actively participate in, and guiding students to experience the formation of knowledge in the process of "doing mathematics". The textbook takes mathematics theme activities as the main line, integrates structured mathematics knowledge with students' daily life experience, links the contents stipulated in Curriculum Standards with students' familiar real life, organically forms a theme, and strives to show the colorful world of activities and generate mathematics knowledge in the activities according to children's cognitive laws, with students' real life as the background and mathematics problems as the breakthrough point. 1. Pay attention to the level of textbook arrangement. Teaching of Example 2. First of all, we should pay attention to the situation map and study the relationship between information. Because at the beginning of each class, the textbook of curriculum standard creates a situation that students like in the form of theme map, which causes students to ask mathematical questions, let students learn mathematical knowledge actively, learn mathematical thinking, experience the process of "doing mathematics" and cultivate students' good feelings and attitudes. Therefore, it is necessary to study all the information contained in the situation map (including direct information, indirect information and hidden information) and the relationship between information, so as to lay the foundation for students to establish mathematical models. Then the writing process of 56- 18 is arranged completely and orderly with stick figures. Putting out sticks is to provide students with rich and distinctive perceptual materials, so that students can express the formation process of knowledge with abstract mathematical symbols on the basis of forming appearances, and realize the cognitive process from concrete to abstract, from perceptual knowledge to rational knowledge. Finally, complete the vertical writing of 56- 18, and let the students say: Is it convenient to reduce from ten? It is helpful for students to understand new knowledge and master written calculation methods.
2. Understand the hints in the textbook. There are many tips worth studying in the arrangement of curriculum standard textbooks. Example 2 "6 minus 8 is not enough, what should I do?" It is to use contradictions to cause students' cognitive conflicts, so that students have the desire to learn how to reduce and stimulate students' thirst for knowledge. "Is it convenient to reduce from ten places?" The necessity of single unit vertical subtraction is further strengthened from the opposite side. Only by understanding the hints in the textbook in this way can we grasp the textbook, highlight the key points, break through the difficulties and complete the teaching goal of "Trinity".
Third, pay attention to the guidance of teaching methods and learning methods.
Teaching and learning in classroom teaching activities are inseparable and inseparable whole; The relationship between teachers and students is a harmonious relationship of "communication" and "cooperation"; It is a process of "dialogue" between teachers and students around "teaching text", and this process of dialogue and communication needs to attach importance to the guidance of teaching methods and learning methods.
1. Teaching methods should grasp the "four points" (1) connection point in the process of knowledge formation. Because new knowledge is often the extension and development of old knowledge, the teaching of Example 3 is arranged on the basis of the teaching of Example 2. Students have understood that the number of digits is not enough, and then 1 (the number of digits is not 0) is reduced from the ten digits. Example 3 is not enough, and the number of digits is 0, which is the connection point between old and new knowledge. (2) turning point. It is often a difficult point in teaching, and good transfer is conducive to the promotion of old knowledge to new knowledge. In the teaching of Example 3, after "1 drops ten places, the number of units () minus ()" is the turning point of knowledge formation. (3) Important and difficult points. In the teaching process, a strategy to highlight key points and break through difficulties is to guide students to participate in the learning process, actively think and communicate, and form their own understanding and experience of the problem. The key and difficult point of Example 2 teaching is "6 minus 8 is not enough, what should I do?" The key and difficult point in the teaching of Example 3 should be: "1 How many digits should be reduced after ten digits are dropped?" (4) integration point. It is often abstract, and it is a universal principle, law, conclusion and so on to communicate related mathematical knowledge. On the basis of explaining three examples (example 1, example 2 and example 3), the textbook arranges a summary of the rules of two-digit subtraction by pen, which is not to describe the calculation rules clearly with accurate mathematical language, but to let students summarize the problems that should be paid attention to in pen subtraction with specific formulas, in order to pay attention to students' understanding and application of calculation process and method.
2. Learning methods should pay attention to the improvement of learning methods. Mathematics activities are not ordinary activities, but activities that make students experience a "mathematization" process. In the design of teaching activities, fully reflecting the improvement of students' learning style means the change of the way knowledge exists in teaching materials. Because, only when advanced teaching ideas are embodied in textbooks can we really enter thousands of classrooms and affect thousands of students. Example 2, textbook "6 minus 8 is not enough, what should I do?" This shows that students should organize students to discuss, cooperate and communicate on the basis of independent exploration, so as to find a way to drop "1" by ten places. In the hands-on operation of throwing sticks, a bundle is changed into 10 sticks, and the operation process of combining six sticks is 16 sticks, and then 16 sticks are calculated, and eight sticks are subtracted, emphasizing that students should clearly understand how to abdicate in the operation of throwing sticks. "Vertical writing can be like this" in the textbook needs teachers to teach and explain, and students to imitate, understand and remember. For example, in Example 3, "What should I pay attention to in pen subtraction?" This shows that the textbook also downplays the written expression and memory of the law of subtraction, but pays attention to students' understanding and application of the calculation process of two-digit subtraction, requiring students to organize and discuss the calculation process of abdication subtraction according to the formula. During the discussion on cooperation, two questions were highlighted: (1) How many digits should be reduced after ten digits are retired? (2) After one digit was retreated to the tenth digit by 1, how much did the tenth digit decrease? This is to organize students to cooperate and communicate on the important and difficult points of knowledge, which is conducive to students internalizing new knowledge. This arrangement of teaching materials is also in line with the new concept of mathematics curriculum standards: "Effective mathematics learning activities can not only rely on imitation and memory, but also practical practice, independent exploration and cooperative communication are important ways for students to learn mathematics.
Fourth, pay attention to the "four major steps"
The first step is to get to know the students. Understanding students is the basis of learning textbooks, on the other hand, it is a powerful guarantee to improve teaching efficiency, and it is also one of the core tasks of presupposing effective programs. Therefore, understanding students is the premise of learning textbooks.
The second step is to study the teaching materials. Textbooks are the basic carrier for teachers to implement curriculum standards. On the basis of understanding students, learning textbooks is the key.
The third step is intensive reading teaching reference. Read textbook descriptions frequently, be familiar with learning objectives, compare textbook descriptions with textbook understanding, ponder and read teaching suggestions, and combine reference materials. In the process of learning textbooks, we should carefully read the teaching reference materials and reflect on them, so as to improve the ability of learning textbooks and promote professional development.
The fourth step is to learn from the information. Teachers should be conscientious, pay attention to the details of daily life, and read theoretical books, newspapers and periodicals. , and take notes at any time, write experience, so that other mountains can attack their jade. On the basis of understanding students, studying teaching materials and intensive reading teaching reference, we can absorb the essence of materials and form our own teaching characteristics.
In short, teaching materials are an important resource for students to learn, which not only determines the content of classroom teaching, but also provides basic clues and methods for teaching activities. Therefore, learning and understanding textbooks is an important foundation and prerequisite for organizing classroom teaching and realizing effective classroom teaching.