The basic content presented in the textbook includes not only basic knowledge and skills, but also processes and methods, as well as emotional attitudes and values contained therein. Mastering the basic structure of teaching materials requires teachers to have a comprehensive grasp of the content structure of mathematics teaching materials. When teaching, we should pay attention to the connection between the knowledge taught and the knowledge before and after, and not just master the content of a textbook. For example, students only need to master the score of "1", which regards individuals as a whole. Students in the first volume of the fifth grade, Understanding Fractions, should master the score "1" which regards multiple individuals as a whole. This arrangement of teaching materials conforms to children's age characteristics and cognitive rules. Otherwise, teaching the fifth grade knowledge to the third grade in advance will increase the learning difficulty and dampen students' enthusiasm.

2. Understand the learning style of textbook infiltration:

For example, teaching the content of "cuboid surface area" in the second volume of the fifth grade. The first two sections of the textbook focus on "understanding the cuboid" and "unfolding and folding" respectively. Students already know that a cuboid has six faces, the opposite faces are equal, and the relationship between the length, width and height of the cuboid and each face. Then when learning "cuboid surface area", teachers can let students learn independently and cooperatively. Teachers who talk too much will be arranged instead, which is contrary to the concept of new curriculum reform. As for conceptual knowledge, there is no need for "cooperative exploration". The teacher can just explain.

3. To understand the thinking method contained in the textbook:

Mathematical thinking method is the essence of imparting knowledge and the bridge from knowledge to ability. Mathematical thinking methods include: the combination of numbers and shapes; The method of transformation; Classification methods, etc.

The so-called thinking method of combining numbers with shapes is to convert numbers into graphics. For example, when solving fractional application problems, line graphs are used to represent the quantitative relationship. The thinking method of combining numbers and shapes also includes abstracting figures into quantitative relations. For example, the formula for calculating the surface area of a cuboid is abstracted from the figure of a cuboid. Derivation of triangle and trapezoid area formulas and so on.

The so-called reduction method refers to the mutual transformation between problems. That is, turn complex problems into simple ones; Turn unfamiliar problems into familiar ones; Turn one problem into another; Convert one form of the problem into another.

For example, when the area formula of parallelogram is derived, it is converted into rectangle by cutting method. That is, a strange figure is transformed into a familiar figure, and their areas are equal, thus the area formula of parallelogram is deduced. The way to return is to turn the unfamiliar into the familiar, the complex into the simple, the difficult into the easy, and the qu into the straight. If the thinking method of combining numbers and shapes is regarded as a learning method, then the mathematical thinking method of induction focuses on mathematical thinking.

The thinking method of classified mathematics is often used in teaching, especially in review.

Director Li also pointed out: "Scientific interpretation of primary school textbooks should also dare to question the problems in textbooks."

First of all, the teaching materials are lagging behind.

For example, the section "Passion Olympics" in the fourth grade of Beijing Normal University Edition is the content of the 28th Athens Olympic Games in Greece in 2004. As far as age is concerned, I think the fourth-grade children should be interested in the contents of the 29th Beijing Olympic Games in 2008. So it is also a "passionate Olympics". Can teachers choose the content of Beijing Olympic Games?

Secondly, there are limitations in teaching materials.

For example, it is not enough to give an example in the textbook to deduce the calculation method of fractional multiplication by integer. Because the textbook is limited by the layout. Therefore, in the teaching process, teachers should expand.

Finally, there are disadvantages in the teaching materials.

The single exercise in the textbook is too difficult, which is a shortcoming. For example, in the second volume of the fifth grade, "Painting the Wall", some students have not worked out the final result after taking two classes, and their enthusiasm for learning has been seriously dampened.

Dare to question textbooks is dare to question authority. As front-line teachers, we stand at the forefront of curriculum reform. Textbooks are the medium for our direct dialogue with students. We have the right to question the textbook, even if it is arranged by experts, we must have the courage to question it. We should defend our rights with fearless courage.

I benefited a lot from listening to the expert's lecture.

Experts are far-sighted, proficient, well-informed, well-accumulated, with endless languages and wonderful cases. Experts pointed out the direction for us in theory.

However, "I think it's an armchair strategist, and I don't know if it should be done." After studying, we should explore in practice and sum up our own methods with our own characteristics. Who can you worship? You don't have to imitate anyone. It's easy to lose yourself. Lu Xun's utilitarianism is also selective. For example, food, you like sour, I like sweet, and each has his own needs; The same is true in class. You are humorous, I am heavy, and you have your own strengths.