本文主要是分析教材,教师不仅要读懂,更要读透、读通、读活。作为教师,只

本文主要是分析教材,教师不仅要读懂,更要读透、读通、读活。作为教师,只有站到更高的立场上,清楚的了解教材编排体系,明晰编者意图，顺应学生学习思维,才能深度解读教材。本文对小学数学教学的解读进行了探索，主要以《5的乘法口诀》教学案例为主，从知识之间的联系、课题分析、学习分析、教法分析这几个方面探讨深度研读教材的策略。

本文主要是分析教材,教师不仅要读懂,更要读透、读通、读活。 作为教师,只有站到更高的立场上,清楚的了解教材编排体系,明晰编者意图，顺应学生学习思维,才能深度解读教材。 本文对小学数学教学的解读进行了探索，主要以《5的乘法口诀》教学案例为主，从知识之间的联系、课题分析、学习分析、教法分析这几个方面探讨深度研读教材的策略。

This paper mainly analyzes the teaching materials. Teachers should not only read them, but also read through, read through and read through and read through. As a teacher, only by standing on a higher position, clearly understanding the teaching material arrangement system, clarifying the intention of the editor and conforming to the students' learning thinking, can we deeply interpret the textbook. This paper explores the interpretation of primary school mathematics teaching, mainly based on the teaching cases of "5 multiplication formula", and discusses the strategies of deep study of teaching materials from the aspects of the connection between knowledge, subject analysis, learning analysis and teaching method analysis.<br>