教材,是知识的物化载体,是开展教学的依据。教材,按照知识逻辑的体系以及数学活动的流程,确定着每节课的达成目标,引导着每节课的教学方式。但是,教材≠教学。下面仅以小学数学“面积”(三年级第一学期)一课的教学为例,谈谈我是如何从钻研教材为切入点,充分挖掘教材空间,在教学实践中去实践《数学课程标准》中“以学生发展为本”的基本理念所得到的一点教学启示。 Teaching materials, materialized as a carrier of knowledge, is the basis for teaching. Teaching materials, in accordance with the logic of knowledge system and the process of mathematical activities, to determine the goals of each lesson to guide the teaching of each lesson. However, textbook ≠ teaching. The following is only an example of how to teach a textbook in elementary school mathematics “area ” (the first semester of the third grade) as an example to fully tap the space of teaching materials and practice “maths course Standard ”in the“ student-based development ”of the basic idea of ​​a little teaching enlightenment.