小学数学教学中提供具有基础性、丰富性、开放性与选择性的教学材料是焕发课堂活力的能量来源。同时合理有效地组织、加工教学材料是数学课堂释放能量的有效方法。《数学课程标准》实施建议中指出:“要根据学生的具体情况,对教材进行再加工,有创造地设计教学过程。”教师作为课堂教学的组织者,不仅体现在教学活动过程本身,还体现在对学生学习数学时,所需材料的组织上。组织不同的材料,对相同材料的不同组织,学生经历学习的过程就截然不同。下面以二年级下册《统计》的第二课时为例,谈谈我在研读教材方面的 Providing basic, rich, open and selective teaching materials in elementary mathematics teaching is the source of energy to rejuvenate the classroom. At the same time, organizing and processing teaching materials reasonably and effectively is an effective way to release energy in math class. According to the implementation suggestion of “Mathematical Curriculum Standard”, it is pointed out that “according to the specific situation of students, the teaching materials should be reprocessed and the teaching process should be created creatively.” As the organizer of classroom teaching, teachers not only reflect in the course of teaching activities, When studying math for students, the materials needed are organized. Organize different materials, different organizations of the same material, the process of learning students are completely different. Below the second grade “statistics” of the second class as an example, to talk about my teaching materials