(1) On the basis of the syllabus, according to the content of the teaching materials, not limited to the teaching materials, how to creatively use the teaching materials, and how to achieve the expected teaching effect by constructing teaching carriers easily accepted by children such as games and viewing.
The basic idea of how to creatively use English textbooks in curriculum reform is that education should be people-oriented, promote people's development, pay attention to students, process and development. In order to embody this basic idea, we need to use teaching materials creatively. Creative use of teaching materials requires teachers to organize teaching flexibly and effectively, expand classroom teaching space, and work hard on the words "tune", "change", "increase", "delete" and "group" on the basis of fully understanding and grasping curriculum standards, subject characteristics, teaching objectives and the intention of compiling teaching materials. 1 Adjusting the order of teaching contents According to students' cognitive characteristics, psychological characteristics and the actual situation of teaching, teachers can appropriately adjust the order of teaching materials to make them more in line with students' interests and ability needs and closer to students' real life, thus guiding students to learn more effectively. Adjustment between companies 1. 1 Adjust the order of each company. For example, there are related contents between units (such as calling, asking for directions, seeing a doctor, etc.). ), and integrating relevant content will help students to build a knowledge system more effectively. For another example, the content of a unit in the textbook is related to something that happens in students' real life, which can change the time of teaching this unit. For example, the author put the first volume of the eighth grade of Renai Edition Unit 1 Title 1 Sports Meeting in the school just after the sports meeting, and combined with the content of the teaching material, talked about the class situation of our school, and summarized the achievements of various sports events and the tense atmosphere of the relay race with a simple past tense.
How to creatively use moral education textbooks in the new curriculum, the relationship between teachers and textbooks should be "cooperative partnership". Teachers should take textbooks as an example and use them creatively, instead of just copying everything in students' minds.
The traditional teaching view holds that teaching materials are the basis for teachers to implement teaching and students' learning. In classroom teaching, we must be faithful to textbooks and organize teaching in strict accordance with the procedures of textbooks. Under this guiding ideology, teachers seldom treat and deal with teaching materials reasonably, which leads to teachers' thinking being restricted by teaching materials and students' learning thinking being restricted by teachers' teaching plans, which naturally forms a "containment" teaching mode. In fact, teaching materials are only the basic materials for teachers' teaching. Respecting textbooks does not mean blindly following them. Instead, on the basis of in-depth study of textbooks, we should boldly deal with textbooks, fully tap the mathematical thinking methods in textbooks, process and use textbooks closely around the theme of "student-oriented development", and regard students' lifelong sustainable development as the fundamental purpose of teaching. Through three years of teaching practice, I deeply realized that teaching should not only respect teaching materials, but also be limited to teaching materials. We should give full consideration to the actual situation of our school and students in this class, adjust measures to local conditions, use new teaching materials flexibly, better embody new teaching concepts and promote students' development.
(A clever use of teaching materials to stimulate interest.
Bruner, an American psychologist, pointed out: "Learning well means being interested in what you have learned. If you want students to have a good class, you must do everything possible to ignite the fire of interest in their hearts. " At the same time, the mathematics curriculum standard also requires students to "actively participate in mathematics learning activities and have curiosity and thirst for knowledge about mathematics." However, as the famous mathematician Hua said: "For a long time, people have a boring and mysterious impression of mathematics, one of the reasons is that it is divorced from reality." Therefore, teachers should pay attention to integrating boring mathematical knowledge into students' life, socializing mathematical problems, and often choose scenarios related to students' life background to design learning content and teaching situations, so as to provide rich, vivid and interesting resources for students to discover and explore mathematical problems. ? Statistics in the textbook arranges students' favorite animal cards according to the characteristics of students' favorite animals, which can arouse students' interest in learning. However, during the pre-class survey, I considered that the "June 1st" festival was coming, and the students were most interested in how to celebrate the "June 1st" Children's Day. So I made full use of the resources to celebrate "June 1" to buy fruits, and asked my classmates to count their favorite fruits and determine the types and quantities of fruits they would buy in class. At this time, students can actively participate in learning activities, and shopping is something that students experience almost every day. Choosing this kind of life background can not only make students experience that there is mathematics everywhere in life, and mathematics comes from life, but also greatly arouse the enthusiasm of all students in the class, thus organically combining students' life reality with mathematics, making students interested in learning, eager to learn, personally experience the mystery of mathematics and give full play to their initiative in learning. ? (2) Flexible use of teaching materials and independent exploration? Mathematics Curriculum Standard points out: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration, cooperation and exchange, and gain rich experience in mathematical activities. " In order to help students transfer their existing knowledge and skills to similar new learning situations and cultivate students' autonomous consciousness and ability, teachers should not only "have curriculum standards in mind, textbooks in mind and students in their eyes", but also read curriculum standards intensively, dig deep into textbooks, study students carefully and adjust the contents and requirements of textbooks flexibly according to the actual situation. ? 1, textbook reorganization, migration method? The teaching contents of some units in the textbook are essentially the same and have internal relations. The textbook of the previous unit is often the basis of the latter unit, and the latter unit is often the continuation of the previous unit. Therefore, we can combine several separate units of knowledge and strengthen the systematization of knowledge through reorganization. For example, the position and direction of the first unit, the area of the sixth unit and the practical activities of the eighth unit in the third grade mathematics book of People's Education Press are closely related. Therefore, I rearranged these textbooks in teaching, which not only improved the teaching efficiency, but also gave full play to students' subjective initiative, and cultivated their practical ability and innovation ability through transfer and comparison. ? 2. Feel mathematics with the help of experience? "Mathematics Curriculum Standard" points out that the understanding of mathematics should not only understand the essence of mathematics from the perspective of mathematicians, but also experience it from the personal practice of mathematical activities. Therefore, in teaching, teachers should grasp the characteristics of teaching materials and create conditions for students to use their brains, try independently and feel mathematics with their existing experience. For example, after learning the lesson "Calculation of Rectangle and Square Area", I showed the big and small rectangles and squares and asked the students: There are big and small rectangles and squares. How do you think the area of a rectangle is calculated? How to understand the calculation method? The students discuss in groups. Student 1 said that it can be measured by a small square with an area of 1 square centimeter; Student 2 said: The circumference of a rectangle is calculated by a formula. I found that the area of a rectangle can also be calculated by formula. Area of rectangle = length × width. The reason why students have such an answer is because they have experienced the experience of formula derivation, and it is precisely because of the support of the formula derivation process that students realize the calculation method of rectangular and square areas. Of course, this has also received unexpected teaching results. All students have mastered the calculation method of rectangle and square area, which can develop their potential, initiative and creativity in learning, and students at all levels can actively participate in the teaching process. ? (3) Using teaching materials skillfully and infiltrating ideological and moral education? We should make good use of new teaching materials, knowledge and methods, and infiltrate ideological and moral education. However, we should also see that book knowledge has its limitations, the times are developing and knowledge is updating. It is not enough to rely only on the knowledge in books. In the teaching process, we should pay more attention to cultivating students' skills of acquiring knowledge, constantly innovate and develop courses, make good use of teaching materials, and integrate ideological and moral education into the training of basic knowledge and skills in combination with social reality, so as to realize the "three-dimensional goal" put forward by the new curriculum, realize the individualization of teaching and comprehensively improve students' quality. ? (4) supplement teaching materials and improve knowledge? Ye Shengtao worked as a teacher and used teaching materials in his educational career of more than 70 years. I have edited and written textbooks; I am a leader of the Ministry of Education, guiding the compilation of teaching materials. He has a profound understanding of the role of teaching materials and their position in teaching, and his view of teaching materials is of great practical significance to how to play the role of teaching materials and how to develop courses in the process of implementing the new curriculum. He thinks it is very important to make necessary supplements to the teaching materials. ? For example, one of the important supplements of extracurricular reading materials. Ye Lao has always opposed the school's practice of prohibiting students from reading extracurricular books. He believes that "extracurricular reading is necessary". Because "the teacher's teaching is limited to the teaching time, in fact, it can only be briefly described and given a few simple examples; There is no limit to extracurricular reading, the narrative can be as detailed as possible, and the examples can be as rich as possible ... After reading it, you will have a deeper and broader proof of what the teachers have said orally in textbooks and handouts. " "Extracurricular reading is the way to guide you to study in depth and breadth." At the same time, practical things (including practical activities) are the most important supplement to the teaching materials and the most fundamental "teaching materials". Although Ye Lao attached great importance to the compilation, distribution and use of textbooks and various extracurricular reading materials, he also pointed out: "The authority of books does not exceed the actual things. Children should solve problems by themselves, satisfy their desires and observe experiments by themselves, which is as important as looking up books. " Practical things are masters and books are objects. Ye Lao even thinks that "many classes don't have to use textbooks. It can also be said that in addition to text textbooks, there are also non-text textbooks. Non-verbal teaching materials are listed around us and can be used at any time. Proper use of text textbooks is more effective because it saves a bridge of words. " ? (5) Reforming teaching materials and broadening knowledge? "Mathematics Curriculum Standard" points out: "Mathematics education should enable students to acquire the basic mathematics knowledge and skills that a citizen must possess, and lay a good foundation for students' lifelong sustainable development. "Mathematics comes from life, it is concrete, but it is abstract. We should link the abstract content of mathematics with the realistic background, so that students can apply and develop mathematics in real life. Therefore, in teaching, examples should be taken as the basic content, and the teaching materials should be deformed as necessary. In the whole teaching design of grams and kilograms, I closely link the boring teaching content with life, so that students can give examples in life, feel grams and kilograms in life, design problems in life, and let students solve them with what they have learned. For example, in teaching, I showed students such a scene: mom went to the supermarket to buy fruit, and the price list showed: 1000 grams of apple 2 yuan; Pear per1000g 3 yuan; Grape per 1000g 4 yuan. Mom bought 10 yuan's fruit in this supermarket. Do you know what fruit mom may have bought? The more mathematics around you, the more you can stimulate students' interest in learning. Grams and kilograms are both problems in life, which makes students feel very kind after returning to life. In practical application, I want students to experience that there is mathematics everywhere in life, and mathematics is used everywhere; It also allows students to experience the joy and success brought by solving life problems with mathematical knowledge, and gradually develop a vision of observing life problems with problems. ? (6) Deepening teaching materials and strengthening the application of new courses require teaching activities to be based on students' direct experience, emphasizing students' own experience and doing it themselves, so that students can get a real feeling of reality in various activities. This inner feeling is the driving force for students to form their cognitive and behavioral abilities, and it is also the basis for the healthy development of their emotions, attitudes and values. Suhomlinski pointed out: In people's hearts, there is a deep-rooted need to be discoverers and creators, especially for children. Learning to "discover" knowledge is the key to improve learning ability, and guiding students to understand and discuss each other purposefully through their own learning can make students have learning abilities such as reading, operation, thinking, discussion, migration, analogy and creation. Teachers should be good at setting exploratory questions, guiding students to actively feel the generation and development process of mathematical knowledge in dynamic activities, and actively participate in the rediscovery and "re-creation" of mathematical knowledge. ? For example, when teaching "solving problems" on pages 2-5 of the second volume of the second grade of junior high school, I first let the students observe and think for themselves, collect the mathematical information in the theme map, then let individual students ask questions to solve problems, and then use elves to propose problems that can be solved in two steps, so that students can try to solve them themselves. Through students' independent exploration and bold attempts, the problem will be solved quickly, but it is not enough for students to only do this step. At this time, teachers should create a relaxed and pleasant learning environment, encourage students to "express themselves" and "prove themselves", and further ask various questions and answer them according to the topic information, so that students can fully experience the process of "re-creation". ? The use of new textbooks is still in experiment. The new textbook shows the basic structure of the subject, but it is not limited to the subject structure. It is not only the basis of teachers' teaching, but also a platform for expansion and innovation. As practitioners and guides of new teaching materials, we should strive to complete the experimental work of curriculum reform with new ideas, new methods and new creations.