The current textbooks are universal, but the students in each region are different. So how to use the textbook and how to adapt it properly requires us to have a full understanding of the textbook, so that there will be no artificial, random and inappropriate changes, and the good content in the textbook will be fragmented, even violating the content structure of knowledge and deviating from the teaching objectives. If it is the latter, the consequence is that the concept of new curriculum reform cannot be implemented, the key and difficult points of teaching cannot be broken through, the teaching objectives cannot be implemented, and the teaching efficiency is low. Therefore, teachers' understanding of textbooks is the premise of flexible use of textbooks and the guarantee of improving teaching efficiency in an all-round way. Understanding the teaching materials is of great practical significance for promoting the development of curriculum reform, deepening the reform of mathematics teaching and improving the effectiveness of classroom teaching. In my opinion, to understand the textbook, we should start with reading the situation map, content structure, objectives and requirements, exercises and blanks of the textbook. Let's talk about my own experience in combination with teaching practice. Look at the situation map of the textbook first. Situational map, as a newly added content, is a highlight of the new textbook. The arrangement and presentation of primary school mathematics textbooks have changed the past practice. In primary school, in order to meet the needs of primary school students' age characteristics, teaching materials mostly appear in the form of cartoons, cartoons, pictures, tables with short words and colorful graphics, which are important learning materials for space and graphics and are deeply loved by students. In the presentation form, four combinations should be achieved as far as possible, that is, the combination of pictures and enlightening questions, graphics and necessary words, calculation and reasoning, and numbers and shapes, so as to give full play to the intuitive role of graphics and make the teaching materials illustrated and enlightening. To understand the situation map, we must first understand why the textbook is presented in this way and how it reflects the basic content to be learned in this unit. Secondly, this situational diagram gives us information, and what role does this information play in the teaching of this unit. Thirdly, we should understand the graphics, pictures, scenes or the education of ideological and moral education, emotions, attitudes and values in the situation map, and give full play to the function of teaching materials as the carrier of students' growth. For example, when teaching the preliminary understanding of multiplication in the first volume of the second grade, the purpose of using wooden sticks in the textbook is to focus on learning several methods of number and feel the trouble of calculating with addition formula when the number is large; Need to learn multiplication. If the teacher didn't realize this, he just immersed himself in the diversity of counting methods and unconsciously used a few numbers to represent the results of numbers. There were so few addition formulas on the blackboard that students didn't know why after calculating a lesson. It is precisely because we don't understand the situation map that classroom teaching is not in place and teaching objectives are not implemented, which needs our attention. We all say that the textbook is nothing more than an example. Many teachers who have devoted themselves to curriculum reform have changed from book-based to ignoring textbooks now. In the open class, few teachers use the situation in the textbook again, and everyone is busy creating new situations. Imagine: Can the situation you changed better reflect the essence of mathematics than the situation in the textbook? The situation of the textbook is compiled by experts with rich theory and practice. From theory to practice, it has been repeatedly thought and verified, and it is full of many theoretical essences worthy of our efforts. Therefore, it is not important to change the status quo. It is important to read the situation map of the textbook, explore the mathematical methods and ideas behind the situation, and grasp the teaching essence that the textbook wants to achieve. On this premise, if it is found that the situation of teaching materials is really far from the actual life of students, it is necessary to deal with teaching materials flexibly and create a more suitable situation for students to learn. Second, understand the content and structure of the textbook. There are many key points in the textbook, which can send out countless lines in all directions, containing huge space for teachers to teach and infinite potential for students to learn. As a teacher, we should not only understand these points in the textbook, but also understand the lines drawn from it, truly understand the content and structural system of the textbook, explore every valuable resource, make students full of imagination and creativity, and make the classroom full of spirituality and vitality. Teaching materials are arranged in a gradual and spiraling way, that is, there is a strict knowledge system and inheritance relationship between each teaching material and each unit (including the age characteristics of students and the accumulation of life experience). Teachers should fully study the teaching materials before class, sort out the contents of the teaching materials and clarify the internal logical connection of knowledge. We should not only focus on the teaching of this course, but also focus on the whole unit, even the whole book, and establish the idea of big unit. From the arrangement of content, one is brand-new knowledge and the other is follow-up knowledge. Therefore, understanding the position and function of this link is very important for teaching, and it is also an important prerequisite for teaching design. First of all, we should know whether the knowledge in this section is related to the knowledge we have learned before. That is to say, is it brand-new knowledge or subsequent knowledge? If it is brand-new knowledge, as a teacher, we should think about whether this knowledge has anything to do with our usual life, how it is related, how much students have learned and how to understand it. If it is follow-up knowledge, we need to know what it has learned before, where it is new and how to guide new knowledge points. For example, the meaning teaching of the percentage of the first volume of the sixth grade, is the percentage a new number? What is the connection and difference between it and the score? Teachers should focus on guidance. Secondly, we should know what the knowledge in this section has to do with the knowledge to be learned later. As mentioned above, the arrangement of mathematics textbooks follows the principle of gradual and spiral rise, so many contents first appear in the lower grades for students to perceive, and then study in detail in the middle and high grades. For example, what's the difference between Statistics and Probability in Grade Three and Statistics and Probability in Grade Six, and what's the difference in the presentation of textbooks? After reading and analyzing the textbooks carefully, it is not difficult to find that the textbooks are written according to the characteristics of students. Only by understanding their relationship, teaching will not reduce or improve teaching objectives at will. From this point of view, the grasp of the content and structure system of teaching materials should be forward-looking. Forward-looking means that when dealing with a textbook, we should not only focus on this part of the textbook, but also look back at the previous textbooks to understand what has been taught, so as to explain the doubts and deepen our understanding. The so-called "looking back" means that when dealing with a certain part of the textbook, we should not only focus on the knowledge of that part, but also focus on the content behind the textbook and even the junior high school textbook, so as to find a foothold for the current learning content and consolidate the deepening point, and clear the obstacles and lay a good foundation for the later learning. For example, the fifth-grade teacher should at least know what knowledge points the students in this class have learned in the third and fourth grades and what knowledge points they will learn in the sixth grade. Especially in today's changing textbooks, teachers should read through the textbooks used by students, analyze the differences in arrangement between experimental textbooks and old textbooks, why the textbooks should be changed, and the difficulty of students' understanding, so as to grasp the handling degree of textbooks and scientifically process the texts into the details and whole of classroom teaching. Third, understand the teaching objectives and requirements. Teaching goal is actually a degree of students' learning, that is, whether students know, understand or master what they have learned in the process of learning, which is basic knowledge and skills. Through the study of a certain content, do students master certain learning methods, leave room for students to think, cultivate students' awareness of problems, and cultivate students' emotions, attitudes and values. 1, understand the requirements of the curriculum standard for the teaching content of each period. For example, for the content of multiplying three digits by two digits, its learning objectives are: to master the necessary operation (including estimation) skills from knowledge and skills; In mathematical thinking, we can collect useful information according to the needs of solving problems, conduct induction, analogy and guess, and develop the initial rational reasoning ability; In solving problems, we can find and put forward simple mathematical problems from real life, solve problems with the help of calculators, and learn to cooperate with others in problem-solving activities; Emotion and attitude, under the encouragement and guidance of others, can actively overcome the difficulties encountered in mathematical activities, have successful experience in overcoming difficulties and using knowledge to solve problems, and realize that many practical problems can be solved by mathematical methods and can be expressed and communicated in mathematical language. 2. Understand the requirements of the teaching objectives of this book for the teaching content. Take three digits multiplied by two digits as an example. Its requirements for the teaching content of this book are: (1) Calculate three digits multiplied by two digits in writing, and estimate and check the corresponding multiplication operation; Two digits multiplied by one digit (the product is within 100) and hundreds of dozens multiplied by one digit; Through the process of finding, asking and solving problems in real life, we can understand the role of mathematics in daily life and initially form the ability to solve problems by using mathematical knowledge comprehensively; Experience the fun of learning mathematics, improve the interest in learning mathematics, and establish confidence in learning mathematics well; Develop a good habit of doing your homework carefully and writing neatly. 3. Understand the requirements of the teaching objectives of this unit for the teaching content. For example, teaching the first volume of the second grade to divide candy, this unit is divided into one point and one point. Before understanding the meaning of division, arrange three activities to divide candy, which is the third lesson of this unit. What is the real intention of arranging this content in the textbook? What is the goal of this course and how to achieve it? On the basis of in-depth understanding of the textbook, I have determined the relationship between dividing this lesson into two activities: 20 candy bars and 50 sticks, which is not only from less to more in quantity, but also step by step, which can be used for reference and simplified, so that the division will be more reasonable and the strategy will be better optimized. In the next class, on the basis of students' accumulated average score experience, abstract the division formula and realize the significance of division operation. 4. Understand the teaching objectives, teaching emphases and difficulties of each class. Generally speaking, the basic concepts, laws, formulas and properties of mathematics are the focus of teaching. To determine the focus of teaching materials, we should study the position and value of teaching content in the whole knowledge system based on the teaching materials themselves. For example, for the understanding of "5" in Senior One, because students can generally count according to the physical objects before entering school, they should not spend too much time practicing theme painting, but should focus on the composition of 5 and the writing of the number 5. Some contents in the textbook play a decisive role in mastering a certain part of knowledge or solving a certain kind of problems. These contents are the key to the textbook, but they are also difficult. Once the key of the textbook is handled, the teaching content related to it will be solved. For example, the key of two-digit division in teaching is to let students master the trial-and-error method of dividing two-digit or three-digit by two-digit, and multi-digit can be used for analogy. For another example, the key of teaching cuboid surface area is to let students know which three groups of opposing faces are in a cuboid, what is the relationship between the opposing faces, and how to determine the length and width of each group of faces according to the length, width and height of the cuboid. This is a question of developing students' concept of space. If teachers grasp this key, they will achieve good teaching results. Fourth, look at the exercises in the textbook. The exercises in the new textbook have changed the disadvantages of the previous textbooks that focus on topics. It is very contemporary to integrate boring mathematics learning into specific life situations, and organically combine the exploration of methods with the solution of problems. From the form of practice content arrangement: try, do, practice, extended questions with question marks and practical activities. Trying to do is a basic exercise, a bridge between examples and exercises, which are properly divided, interrelated and coordinated. Most of the questions in the test are the reappearance of new lessons, so students should be allowed to read textbooks with specific questions before class, use old knowledge independently to perceive new knowledge, explore new knowledge and try to complete the test. Do a job and provide timely feedback. After students finish a job, teachers can ask students to check each other and correct each other after self-examination, and teachers can patrol to understand the trial situation, collect feedback information and correct them in time. For the question mark problem, teachers should make clear the role of arranging question marks in textbooks, adopt hierarchical teaching, and decompose it into multiple difficulty levels, or make some preparations for guiding problem-solving methods first, and then combine the application of unit knowledge to gradually improve the teaching difficulty, so as to meet the different cognitive levels and thinking levels of class students, ensure that each student can think deeply, and achieve the teaching effect of changing question marks and consolidating exercises. There are also practical activities in the new textbook. For example, let students use puzzles to make various shapes of graphics, and use the rotation and translation of graphics to design various graphics symmetrically. For example, some comprehensive practical activity classes are good topics for learning and exploring mathematics, but teachers have played down them. Some exercises require students to investigate and practice outside the school, and students and parents need to cooperate in their studies. This is a good opportunity to apply what you have learned, but the teachers let it go easily, which greatly weakened the role of the exercises. Fifth, look at the blank space of the textbook. In the teaching of many knowledge points, the new textbook has changed the previous writing strategies, with too much knowledge, too many rules and regulations and too little exploration space. In the key points of the textbook, all the blanks that are ready to speak but want to stop are designed, and only one sentence is used to remind them. Can you think of a better way, such as the words of the wise old man with inspirational language? The elf spits out a bubble. What did you find? , or ellipsis in the textbook, etc. The blank in the textbook makes the textbook no longer a closed structure. Although there is a clear direction, there is no unique answer. It enables teachers and students to explore various possible meanings and answers in interaction, and also leaves great creative space for teachers and teaching. Blank space in the new textbook, based on the substantial part of the textbook, has great teaching vitality and educational value, leaving room for students to think and teachers to use the textbook creatively. Types involve calculation rules, graphic features, law exploration, divergent thinking guidance, etc. For blank space in teaching materials, teachers should decide the content and form of blank space in teaching according to students' specific understanding of knowledge. For some simple and easy-to-understand knowledge, such as the blank space left in the textbook when teaching multiplication formula, students can freely supplement the formula according to their own understanding and sentiment. The discovery of graphic features can be supplemented by providing students with sufficient hands-on opportunities and on the basis of group cooperation and communication, in the form of research reports. If you explore the characteristics of rectangles and squares, you can use this method of filling in the blanks; To fill in the blanks of these complex exploratory knowledge points in the new textbook, students should first think and explore independently, and then guide them to compare and summarize, so as to help them form a knowledge system and complete the blanks of definitive conclusions. Teachers should always think about what kind of gaps students may fill in their own teaching design and possible teaching resources, and how to make better use of and deal with the gaps filled by students. Understanding the blank space in the textbook will give students time and space to think when using the textbook, so as to take care of students' differences, let students explore and summarize themselves, form a standardized and unified understanding under the background of independent thinking and collective discussion, and determine the final conclusion to fill the blank, instead of just listening to the teacher and the students. Blank space adds nutrition to mathematics textbooks, making students pay attention not only to books, but also to teachers, so that personalized learning can be displayed. In fact, the purpose of reading textbooks is to turn the result of textbook death into a flexible learning process for students, let students participate in mathematics activities, and turn the static and speechless textbook result into a dynamic learning process. Professor Sun once earnestly warned us: When you don't understand or think the textbook is inappropriate, please don't change it first, and ask why? For example, why did you choose this material as a teaching material? Why is it presented like this? Why do you want to explore like this and so on. Think about changing it when you understand it. The textbook compiled according to the new curriculum concept is an open textbook, and teachers are expected to further develop, improve and create it. One lesson at a time, reading one book at a time, accumulating knowledge little by little, and understanding the truth little by little. To achieve the ideal state of using textbooks, we must first start from reading textbooks!