How to understand the textbook of primary school mathematics.

I. Understanding the Significance of Textbooks Primary school mathematics textbooks are carefully compiled by editors according to the requirements of the primary school mathematics syllabus, combined with the characteristics of mathematics learning and the cognitive laws of students. It systematically expounds the contents of primary school mathematics teaching, selects and arranges corresponding figures and exercises, and permeates some mathematical ideas and methods. Primary school mathematics textbooks are the main basis of teaching and learning, the intermediary of teacher-student interaction, and the source of primary school students' acquisition of mathematical knowledge, development of intelligence and development of mathematical ability. Before teaching, teachers must thoroughly study the primary school mathematics syllabus, carefully analyze and study the teaching materials, understand the intention of compiling the teaching materials, scientifically organize the teaching content, choose the teaching methods, carefully compile the teaching plan and implement the teaching, so as to successfully achieve the teaching objectives and complete the teaching tasks. Therefore, understanding textbooks is an important basic skill for teachers, and it is also the premise for teachers to prepare lessons and teach classes well. In the process of understanding textbooks, teachers often have to think about what to teach, how to teach, the knowledge structure of textbooks, the requirements of teaching purposes, the position, function, key points, difficulties, key thinking methods and moral factors of textbooks. Therefore, understanding textbooks is an important way for teachers to be familiar with textbooks, master textbooks and gradually master textbooks. To sum up, understanding textbooks is related to teaching and learning, which is of great and far-reaching significance. Second, understand the content of the textbook. The understanding of primary school mathematics textbooks should include the following aspects. (1) Understanding the internal relationship between the arrangement system of teaching materials and knowledge Mathematics is a systematic and logical discipline. The internal relations between all parts of knowledge are very close. Primary school mathematics textbooks in compulsory education stage are no exception. Mathematics textbooks for primary schools are based on number and calculation, which organically combine the contents of quantity and measurement, preliminary knowledge of geometry, application problems and the deepening and expansion of the teaching content of number and calculation. Understanding the arrangement system of textbooks and the internal relationship between knowledge can help us grasp the distribution of all kinds of knowledge in primary school mathematics textbooks as a whole, recognize the context and vertical and horizontal relationship of all kinds of knowledge, and their position and role in the whole primary school mathematics textbooks. For the same kind of knowledge, we can fully understand the part to be taught, what is its knowledge base, and pave the way for the follow-up knowledge learning. This can also avoid disconnection or repetition in the teaching process. In addition, in the process of understanding the textbook arrangement system, we should fully understand the writing principles such as from simple to deep, from easy to difficult, step by step, spiral upward, combination of numbers and shapes, calculation and application problem solving. Thus, students can deeply understand mathematical knowledge, use knowledge flexibly step by step, and constantly improve their ability to analyze and solve problems. (2) Understanding the key points, difficulties and emphases of teaching materials On the basis of carefully analyzing the internal relationship between the textbook arrangement system and knowledge, we should also analyze and study the key points, difficulties and emphases of teaching materials according to the teaching requirements and the characteristics of teaching materials, combined with the students' reality, so as to scientifically organize the teaching content, design the teaching process, grasp the key points and highlight the key points in teaching. (3) To understand and study the exercises in the textbook and analyze the exercises in the textbook, we must grasp and study the levels and functions of the exercises. Find out which are basic questions, which are variant questions, which are comprehensive questions, which are expansion questions, which are open questions and which are thinking questions. Then, we should scrutinize the design purpose and requirements of each level or even each exercise, and make clear the matching relationship with the examples. For thoughtful and difficult exercises, teachers should calculate them themselves and be aware of them. Then let students practice according to the specific content in teaching. Of course, according to the specific situation of teaching (including students), we can make some changes to the exercises in the textbook to reduce similarities and add some thoughtful, pioneering or open exercises for students to practice. Really combine teaching with practice to improve the efficiency of classroom teaching. (4) Digging moral education factors in textbooks and infiltrating mathematical thinking methods. "Elementary School Mathematics Teaching Syllabus" points out: "Ideological and moral education is an important task that must be completed in elementary school mathematics teaching. From the first grade, it is necessary to run through the teaching of all grades, excavate relevant teaching materials, and carry out ideological and moral education for students. Students should be inspired by dialectical materialism and educated to love the motherland, people, labor, science, socialism and the purpose of study. On this basis, we should cultivate students' study habits such as assiduousness, carefulness, strictness and seriousness, and the spirit of independent thinking, being fearless of difficulties and being proactive, so as to lay a good ideological foundation for becoming an ideal, ethical, educated and disciplined social useful material in the future. The determination of the teaching objectives of "KLOC-0/2" is not only related to the teaching content, but also related to the teaching structure, teaching methods and teaching organization. Therefore, when understanding the textbook, we should carefully scrutinize the writing intention of the textbook, and make clear what basic knowledge students should know or master, and what requirements can be achieved through teaching. ; What ability to focus on; What ideological and moral education can be done or what mathematical thinking methods can be infiltrated. According to the order, difficulty and position of each part of knowledge and examples, it provides a basis for formulating teaching objectives. The above lists five aspects of understanding textbooks, from which we can see that understanding textbooks is a complex and meticulous work. With the deepening of quality education and the constant updating of teaching contents and means, it is impossible to understand the teaching materials once and for all. Finally, we should pay attention to other versions of primary school mathematics textbooks and related periodicals, and consider the connection between primary and secondary school mathematics teaching.