Textbooks are only the carrier of knowledge, and students can't learn without math textbooks, but they can't just stick to textbooks because textbooks also have their limitations. Therefore, teachers should deal with textbooks boldly and flexibly according to students' cognitive development level and under the guidance of curriculum standards, and strive to creatively use textbooks to make the contents of textbooks more conducive to students' independent exploration, so as to optimize teaching contents and cultivate students' ability. Only in this way can the classroom teaching reform be implemented. Let's talk about my own views and practices on the creative use of primary school mathematics textbooks.

First, break through the teaching materials and make the teaching content come alive.

Do primary school students learn more or have more perceptual knowledge? They are very interested in common phenomena in life, and mathematics is closely related to reality, because mathematics in real life can be seen everywhere. A very important point in the reform of mathematics teaching is to link mathematics with children's original life experience and make them feel that mathematics is around. In this way, they will stimulate their desire to learn in the process of learning, and will take the initiative to use their brains, start work, cooperate and communicate. Therefore, breaking through the teaching materials, expanding and generating the contents of the teaching materials in a necessary way can undoubtedly improve the teaching efficiency. For example, after learning the four operations of integers and integers, I once asked students to collect relevant data in family life in order to truly understand the natural relationship between mathematics and real life. Specifically, it is to let students record the daily expenses of the family, such as food and consumption, and then communicate the statistical results with teachers and classmates. Through this process, students can fully realize the role of mathematics knowledge in solving practical problems in life, thus stimulating their enthusiasm and confidence in learning mathematics and forming the habit of thrift and reasonable arrangement of expenses from an early age. In teaching, I often flexibly set up some diversified exercises that students like according to the contents of the teaching materials, so as to stimulate students' curiosity and thirst for knowledge in mathematics, so that students can understand and master knowledge in the application of knowledge and the interaction between knowledge and ability, and improve their ability. For example, I teach students to record family expenses in the form of diaries. On the way to lead students on a spring outing, I worked out some arithmetic problems and expanded the teaching materials. I can set a situation with multimedia, and then show the mathematical content in my life in the form of dialogue. In short, I always try to do well in these aspects, so that students can strengthen their textbook knowledge with a little attention.

Of course, we can't simply learn and use the teaching content flexibly, but we should pay more attention to the close relationship between old knowledge and new knowledge to be learned. Only by combining life content with teaching materials can we creatively use teaching materials.

Second, cooperative inquiry to make the teaching content dynamic

Textbooks are the concrete embodiment of curriculum standards and the basis of teachers' teaching. The knowledge in the textbook is static, which only provides a possibility for the transfer of knowledge. Students can only see the results of their own thinking about the contents of textbooks, but can't see the process of knowledge formation and thinking activities. At this point, teachers can demonstrate this process through teaching. Therefore, when preparing lessons, teachers should deeply process the content of teaching materials so that the teaching content can be easily accepted by students. Because the subject of mathematics teaching is students, teachers should transform static mathematics knowledge into a dynamic process in specific teaching, so that students can think, guess and try to solve some problems in class, and really move and remember through cooperative inquiry. Let students share the joy of mathematical discovery after paying the intellectual price, and appreciate the beauty of mathematical problem-solving process when exploring the mystery of mathematical kingdom. For example, when learning the surface area of a cuboid, I used the form of a game to make learning the static knowledge of a cuboid dynamic. Teachers and students work together to "cut clothes" and "dress" the cuboid. The process of "cutting" is the process of students' cooperative inquiry, from which students understand that a cuboid is composed of six rectangles. Wherein every two corresponding rectangles have the same area. After the "cutting" is completed, these "clothes" are taken down, measured and calculated, and the surface area of a cuboid is obtained. This dynamic teaching form of "cutting", "wearing" and "taking off" not only makes students full of interest, but also makes them deeply impressed and firmly remembered.

Third, flexible use, so that the teaching content is flexible

Mathematics curriculum standard points out: "The learning content of mathematics should be realistic, meaningful and challenging, and it should be conducive to students' active observation, experiment, guess, verification, reasoning and communication. The content should be presented in different ways to meet the diverse learning needs. "The textbooks are unified, but the depth and breadth of teachers' understanding of the textbooks are inconsistent, and the cognitive level of students in different regions and schools is different. Therefore, it is very important to use it flexibly to make the teaching content flexible. When the materials and contents of the textbook are insufficient compared with the students in the class, which is not conducive to students' study, teachers should consider adding some new contents appropriately; When there is a certain distance between the content of teaching materials and the life of local students, teachers can design some interesting mathematics teaching activities in preparing lessons to stimulate students' desire to learn in familiar life; When there is a time lag between the arrangement of teaching materials and the actual teaching progress of the class, teachers can make appropriate adjustments and changes according to the arrangement of the school and the actual teaching. All these practices reflect flexible teaching without reducing the content of teaching materials.

In a word, textbooks are the text embodiment and carrier of curriculum ideas. In order to adapt to the reform of new curriculum and new teaching materials, teachers are required to change the traditional teaching material view and teaching mode, establish modern teaching material view and scientific teaching method, and transition from the traditional teaching material view to a brand-new teaching material view after the curriculum reform. Therefore, only by studying, feeling and understanding the new textbooks seriously can teachers master the new textbooks and use them effectively, creatively and flexibly. Only in this way can it help to mobilize students' initiative in learning, contribute to the effectiveness of classroom teaching and highlight the essence of mathematics teaching.