Textbook is the main carrier of curriculum and one of the main contents of curriculum reform. As the implementer of curriculum reform-teachers, how to analyze, process and make good use of teaching materials is worth our thinking and research. First of all, the analysis and treatment of teaching materials should be based on a deep understanding of mathematics curriculum standards and teaching materials. First of all, we should pay attention to understanding the connotation and essence of mathematics curriculum standards. The provisions in curriculum standards are the basic quality requirements of the state for citizens in a certain aspect or a certain field. These basic quality requirements are the soul of textbooks, teaching and evaluation, and the basic basis for compiling textbooks, teaching and evaluation. For example, the basic ideas (six aspects) and design ideas pointed out in the preface of mathematics curriculum standards put forward basic requirements and standards for the compilation and application of teaching materials. Secondly, we should correctly understand the relationship between mathematics curriculum standards and teaching materials. We must make it clear that textbooks are not courses, and courses are not textbooks; Standards are the basis for compiling, teaching and evaluating teaching materials, and teaching materials are the main carriers of courses. The content of the textbook should meet the basic requirements of the standard, and at the same time, it should not increase the difficulty indefinitely; The design and presentation of teaching materials should be conducive to improving students' learning style. Simply put, standards are the basic requirements. As the basic basis of teaching materials, teaching and evaluation, it does not mean that standards are specific restrictions on all aspects of teaching materials, teaching and evaluation (such as the compilation system of teaching materials, the arrangement of teaching order, the allocation of class hours and the specific methods of evaluation, etc.). ) For the understanding of teaching materials, the standard holds that the ultimate goal of mathematics teaching is the all-round development of students. Mathematics textbook needs to change its original connotation and form-it is no longer the object that students imitate when they engage in mathematics learning activities, or it is no longer an "unchangeable" and conclusive objective mathematical knowledge structure, but should have new meanings. Mathematics textbooks should be the basic materials for students' mathematics learning, providing basic clues, basic contents and main opportunities for students' mathematics learning activities. For students, textbooks are the "starting point" of their mathematics learning activities, not the "end point". On the understanding of the teaching function of textbooks, new textbooks are the basic blueprint of teaching activities, which contain the knowledge and methods that students want to learn, and even the basic clues of students' mathematics learning activities, including the theme, materials, process, methods and objectives of the activities. Therefore, the form of teaching materials is a step closer to the blueprint of teaching design. It is worth noting that the textbook is not and cannot be a teaching plan-because it faces thousands of students and teachers with different living environment, knowledge background and experience in mathematics activities. People who use textbooks need to add their own understanding and transformation in order to use them reasonably and effectively in the classroom. This is also the basic reason why teaching creativity can be reflected. Second, the analysis and treatment of teaching materials should be based on a deep understanding of the teaching process under the new curriculum conditions. Teaching design and teaching material processing are based on teachers' understanding and understanding of the teaching process. Therefore, in order to handle and use teaching materials well and design teaching activities that conform to the new curriculum concept, we must first have a relatively complete understanding of the nature of the teaching process under the new curriculum conditions. "Outline of Basic Education Curriculum Reform (Trial)" points out: "Teachers should take the initiative in the teaching process, develop together with students, and handle the relationship between imparting knowledge and cultivating ability." Looking at the teaching process from all angles, it is not difficult to find that the teaching process is actually a process of communication between teachers and students. Teacher-student interaction is the essential attribute of the teaching process. The main body of the teaching process should be teachers and students in teaching, who are independent in personality, equal in relationship and democratic in activities; Examining the teaching process with the concept of "teaching communication", constructing the relationship between teachers and students with the main body, transforming traditional teaching into equal and democratic teaching, communication and cooperation teaching and interactive creation teaching, and promoting the all-round and harmonious development of people. The design of teaching process should strive to reflect such an atmosphere. As a medium of communication between teachers and students in the teaching process-teaching activities, and as a carrier of teaching activities, the treatment of teaching content should embody or blend into such a democratic and equal teaching atmosphere. Three, several principles and problems that should be paid attention to in the processing of teaching materials 1. Seriously understand the characteristics of new mathematics textbooks. The new textbook puts forward requirements for students in different learning periods in the form of mathematics curriculum standards. The most remarkable feature is: (1) providing students with authentic, interesting and challenging learning materials, and striving to start from the reality of students and introduce learning with questions that students are familiar with or interested in. The data and pictures in the textbook are really interesting. (2) Provide time and space for students to explore and communicate: columns such as "do it", "think about it" and "discuss it" in the textbook, including review, thinking and review of each chapter, are based on the learning materials, and provide students with a lot of opportunities for operation, thinking and communication according to their existing knowledge background and activity experience, so that students can form new knowledge through independent exploration and cooperation. (3) Show the formation and application process of mathematical knowledge. The textbook adopts the mode of "problem situation-modeling-explanation, application and expansion", sets corresponding situations for learning new knowledge, and develops them in the form of question series, emphasizing students' experiences and experiences, so that students can really "do mathematics". (4) Meet the development needs of different students. The columns of "reading" and "trying" in the textbook provide the introduction of historical materials or mathematical background knowledge, the discussion of interesting or challenging issues, and the extension of relevant mathematical knowledge. It provides the possibility for the development of students with different characteristics. (5) Project learning (features-the process of doing mathematics and solving problems). In order to cultivate students' innovative consciousness and practical ability, students should experience the activities of understanding the problem from multiple angles, expressing the problem in various forms, thinking about the problem with various strategies and trying to explain the rationality of different answers in a challenging problem situation. On the whole, the textbook embodies:-Everyone learns valuable mathematics. Everyone can get the necessary math. -Different people get different development in mathematics. 2. Paying equal attention to three-dimensional goals, emphasizing people-oriented traditional teaching pays too much attention to the accurate output and identification of textbook knowledge content, which is prone to the phenomenon of emphasizing knowledge over ability, emphasizing results over process, emphasizing mastery over development, and emphasizing subjective development to achieve all students' comprehensive, active and vivid development. On the one hand, it devotes itself to the developmental education of teaching objectives, and pays attention to the ability system, value norms and so on, which are derived from the discipline itself, close to human nature and hidden behind knowledge. In the formulation of teaching objectives, we should not only pay attention to knowledge points including experience and facts, but also include educational factors such as ability requirements, thinking methods, moral feelings, values and personality quality related to learning content. On the other hand, paying attention to the education of lifelong learning ability for survival and development creates a relaxed, harmonious, democratic and equal teaching atmosphere conducive to individualized learning. In addition, we should also pay attention to the dynamic and open teaching objectives, put students' development in the background of social and cultural education and the demand of talent standards in the new century, so that the teaching objectives and contents have a distinct sense of the times; In teaching, we should provide rich materials related to students' life background, attach importance to the open connection between teaching materials and society and other disciplines, and strive to build dynamic and open teaching content. It is worth noting that we must understand the connotation of the three-dimensional target system. When making teaching objectives, we should give consideration to the objectives at all levels, with three-dimensional objectives at the same time, depending on the specific teaching content and situation, and don't pay attention to one thing and lose another. 3. Dig deep into the rich connotation of the textbook, not stick to the textbook, and the new textbook embodies the basic concept of the new curriculum standard. The compilation of teaching materials, whether it is the selection of materials, the presentation of teaching contents or the presentation of pictures, is closely related to social reality and students' living background, which lays a solid foundation for stimulating students' curiosity and thirst for knowledge and prompting them to actively participate in mathematics learning activities. In the process of teaching practice: First, connect life with the reality of local students, create familiar life situations for students, let students consciously accept new knowledge, let students find that mathematics is everywhere and close to themselves, and mathematics is not difficult, thus stimulating students' interest in learning mathematics. The second is to use teaching materials creatively and independently; A very important principle of the new curriculum is the openness of the curriculum. The new textbook has left a vast space for both teachers and students. Teachers should make full use of teaching materials, creatively use teaching materials resources, appropriately increase school-based content and humanistic content, make teaching materials more in line with their students' reality, and truly "use teaching materials" instead of "teach teaching materials". Thirdly, we have noticed the columns of "do it", "think about it" and "discuss it" in the textbook. Provide students with a lot of learning opportunities for operational thinking and communication, and also leave room for teacher-student interaction in teaching; "Practice" and "doing" are for all students, so that "everyone can get the necessary mathematics", "reading" and "trying" are for students with special mathematics learning needs, so that "different people can get different development in mathematics". These columns provide a new world for teachers to play. Therefore, in teaching, teachers can choose, supplement and modify the contents of teaching materials according to the actual situation; However, we should pay attention not to blindly copy or deviate from the teaching materials, not to pursue novelty and novelty unrealistically, and to use the teaching materials scientifically and reasonably. 4. Pay attention to both in-class mastery and extracurricular development. The primary goal of mathematics curriculum standard is to pay attention to participatory development, which means that paying attention to development has become the guiding ideology of mathematics curriculum standard. Mathematics education should cultivate people's more intrinsic and profound things-mathematics quality. Therefore, we should pay more attention to the experience of learning activities in teaching, including: first, the experience of survival process: reappearing the process of occurrence and thinking development of mathematical knowledge, allowing students to experience the "reproduction process" of knowledge, experience the fun of exploration and experience exploration, and cultivate students' spirit of seeking truth. Exploration spirit and cultivation of scientific thinking method. Second, the experience of curriculum culture: through the connection between the content of teaching materials and real life, and the connection between students' emotions and the outside world, we create a teaching situation and suck the milk of humanistic thought in the atmosphere where the big classroom is connected with the world. Third, the experience of innovative activities: in the teaching design, we should pay attention to the teaching design based on learning activities, rationally use the independent, exploratory and cooperative learning methods advocated by the new curriculum to design teaching, put the change of learning methods in a prominent position, pay attention to properly design some research-oriented topics, let students experience the learning process of "problem situation-establishing mathematical model-explanation, application and expansion", and organize students to carry out targeted activities. Select and organize knowledge content that can arouse students' thinking and exploration, cultivate students' problem consciousness, organize thinking processing activities, enable students to master the methods of analyzing, researching and solving problems, cultivate students' personality tendency and will quality that dare to innovate, enable students to master in class, and lay a solid foundation for extracurricular development.