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讀后感 小學(xué)數(shù)學(xué)課程標(biāo)準(zhǔn)讀后感讀后感,Reaction to a book
以下是翻譯的英文版本內(nèi)容：
Elementary school mathematics curriculum standard after reading part 1
After listening to Professor Guo Hua's lecture today, I felt a lot. First of all, in daily teaching, we should pay attention to cultivating students' habit of discovering and applying mathematics in life. Mathematics"

Elementary school mathematics curriculum standard after reading part 2
Listening to Professor Shi Ningzhong's interpretation of the 2022 edition of "Compulsory Education Mathematics Curriculum Standards", I benefited a lot, and I became clearer about some places that were not particularly clear before. Any mathematics content that is conducive to the development of students and conducive to the formation of good feelings and values of students is valuable mathematics. However, the value of mathematics content is not completely presented statically in textbooks, it needs teachers to think, to capture, to develop, and then permeate dynamically through teaching activities. Therefore, the teacher's grasp of teaching is very important. Teachers are not only the users of teaching materials, but also the reassembler and developer of teaching materials, so as to develop and embody the value of teaching materials to the maximum extent. For example, the method of finding the ratio introduced in the textbook is "the first term divided by the second term", and the method of simplifying the ratio is based on "the basic property of the ratio". The textbook also arranges exercises to find ratios and simplify ratios simultaneously, but the two methods are not communicated. In fact, teachers familiar with the subject know that there is only one way to divide the first term by the second term to find the ratio and simplify the ratio, and careful students can also see this through practice, but why? Through thinking, we can find that this teaching content has the following values: (1) it communicates a wide range of knowledge between fractions, division and comparison, and students can integrate new and old knowledge in the process of exploration; (2) In the process of exploration, I can experience the ideas and methods of studying mathematical problems, such as: example verification, combining old knowledge to solve new problems, from individual to general. From concrete to abstract; It seems to be an ordinary exercise, but it contains rich teaching resources. In our textbooks, especially in the old textbooks, there are some rich contents that we need to develop, and we need to re-examine the value of these contents with new ideas and new eyes.

Elementary school mathematics curriculum standard after reading part 3
Listening to Professor Shi Ningzhong's training this morning, I had a lot of insights, and I hereby summarize them as follows:

Core literacy acquired by students through mathematics education - core literacy in mathematics. Mathematics core literacy is the ultimate goal of mathematics education related to human behavior, thinking and doing things. It is gradually formed and developed by students in the mathematics activities they participate in. It is the accumulation of experience, the expansion of process goals, and the inheritance and development of the four bases. The core literacy is expressed as the ability to observe the real world with mathematical vision, to think about the real world with mathematical thinking, and to express the real world with mathematical language.

The first breakthrough of the new curriculum: emphasis on core literacy.

Focus on cultivating students' core qualities needed for lifelong development and adaptation to social development, especially the ability to solve problems in real situations.

The second breakthrough of the new curriculum standard: academic quality.

Academic quality is not only a test score based on knowledge points, but the comprehensive performance of academic achievement is the core quality and performance level of the subject as the main dimension, and the overall description of academic achievement performance combined with course content. Academic quality is the basis of all process evaluation, result evaluation and test proposition, as well as the basis of homework and test.

Based on the implementation of the new curriculum standards, we also put forward new requirements for our teaching, such as our goal is to pay attention to literacy, not just focus on knowledge points, knowledge points are phased, the goal is small steps, small stages, our goal to become larger, literacy goals do not rely on a lesson, not by listening to can be heard, to strengthen discipline practice, To try, to feel the process, but also to promote comprehensive learning, interdisciplinary learning, to do education suitable for everyone.

This requires us teachers to make presets in advance when preparing lessons and implementing teaching, to see what aspects of students' literacy can be improved, what students need to do, what learning effect is best, to change students' learning methods, so that online and offline mixed learning can improve students' ability and improve students' literacy.

Elementary school mathematics curriculum standard after reading
以下是帶重點(diǎn)詞匯的原文內(nèi)容：

小學(xué)數(shù)學(xué)課程標(biāo)準(zhǔn)后讀本第1部分
今天聽了郭華教授的講座，我感觸頗深。首先，在日常教學(xué)中，要注意培養(yǎng)學(xué)生在生活中發(fā)現(xiàn)和應(yīng)用數(shù)學(xué)的習(xí)慣。數(shù)學(xué)”

小學(xué)數(shù)學(xué)課程標(biāo)準(zhǔn)后讀第2部分
聽施寧忠教授對(duì)2022年版《義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)》的解讀，我受益匪淺，對(duì)一些以前不是特別清楚的地方也更清楚了。任何有利于學(xué)生發(fā)展，有利于學(xué)生形成良好感情和價(jià)值觀的數(shù)學(xué)內(nèi)容，都是有價(jià)值的數(shù)學(xué)。然而，數(shù)學(xué)內(nèi)容的價(jià)值并不是完全靜態(tài)地呈現(xiàn)在教科書中，它需要教師去思考、去捕捉、去發(fā)展，然后通過教學(xué)活動(dòng)動(dòng)態(tài)地滲透。因此，教師對(duì)教學(xué)的把握是非常重要的。教師既是教材的使用者，又是教材的重組者和開發(fā)者，從而最大限度地開發(fā)和體現(xiàn)教材的價(jià)值。例如，教科書中介紹的求比率的方法是“第一項(xiàng)除以第二項(xiàng)”，化簡比率的方法是基于“比率的基本性質(zhì)”。教材中也同時(shí)安排了求比和化比的練習(xí)，但并沒有將這兩種方法進(jìn)行交流。其實(shí)熟悉這門學(xué)科的老師都知道，用第一項(xiàng)除以第二項(xiàng)求比值、化簡比值的方法只有一種，細(xì)心的學(xué)生通過實(shí)踐也能看出這一點(diǎn)，但是為什么呢?通過思考，我們可以發(fā)現(xiàn)該教學(xué)內(nèi)容具有以下價(jià)值:(1)它傳達(dá)了分?jǐn)?shù)、除法和比較之間廣泛的知識(shí)，學(xué)生可以在探索的過程中整合新舊知識(shí);(2)在探索的過程中，我可以體驗(yàn)到研究數(shù)學(xué)問題的思路和方法，如:實(shí)例驗(yàn)證，結(jié)合舊知識(shí)解決新問題，從個(gè)別到一般。從具體到抽象;看似普通的練習(xí)，卻蘊(yùn)含著豐富的教學(xué)資源。在我們的教科書中，特別是在舊的教科書中，有一些豐富的內(nèi)容需要我們?nèi)ラ_發(fā)，我們需要用新的思想和新的眼光來重新審視這些內(nèi)容的價(jià)值。

小學(xué)數(shù)學(xué)課程標(biāo)準(zhǔn)后讀第3部分
今天上午聽了施寧忠教授的培訓(xùn)，我有很多感悟，在此總結(jié)如下:

學(xué)生通過數(shù)學(xué)教育獲得的核心素養(yǎng)——數(shù)學(xué)核心素養(yǎng)。數(shù)學(xué)核心素養(yǎng)是數(shù)學(xué)教育的最終目標(biāo)，關(guān)系到人的行為、思考和做事。它是學(xué)生在參與的數(shù)學(xué)活動(dòng)中逐漸形成和發(fā)展起來的。是經(jīng)驗(yàn)的積累，是過程目標(biāo)的拓展，是四個(gè)基礎(chǔ)的繼承和發(fā)展。核心素養(yǎng)表現(xiàn)為用數(shù)學(xué)視覺觀察真實(shí)世界的能力，用數(shù)學(xué)思維思考真實(shí)世界的能力，用數(shù)學(xué)語言表達(dá)真實(shí)世界的能力。

新課程的第一個(gè)突破:強(qiáng)調(diào)核心素養(yǎng)。

注重培養(yǎng)學(xué)生終身發(fā)展和適應(yīng)社會(huì)發(fā)展所需的核心素質(zhì)，特別是在實(shí)際情況下解決問題的能力。

新課程標(biāo)準(zhǔn)的第二個(gè)突破:學(xué)術(shù)質(zhì)量。

學(xué)業(yè)質(zhì)量不僅僅是基于知識(shí)點(diǎn)的考試成績，學(xué)業(yè)成績的綜合表現(xiàn)是以學(xué)科的核心素質(zhì)和表現(xiàn)水平為主要維度，結(jié)合課程內(nèi)容對(duì)學(xué)業(yè)成績表現(xiàn)的總體描述。學(xué)業(yè)質(zhì)量是一切過程評(píng)價(jià)、結(jié)果評(píng)價(jià)和考試命題的基礎(chǔ)，也是作業(yè)和考試的基礎(chǔ)。

根據(jù)新課程標(biāo)準(zhǔn)的實(shí)施,我們也對(duì)我們的教學(xué)提出了新的要求,如我們的目標(biāo)是注重識(shí)字,不僅關(guān)注知識(shí)分,知識(shí)點(diǎn)是分階段,目標(biāo)是一小步,小的階段,我們的目標(biāo)變得更大,識(shí)字目標(biāo)不依賴一個(gè)教訓(xùn),而不是聽能聽到,加強(qiáng)紀(jì)律實(shí)踐,嘗試,感覺這個(gè)過程,同時(shí)也促進(jìn)全面學(xué)習(xí),跨學(xué)科學(xué)習(xí)，做適合大家的教育。

這就要求我們教師在備課和實(shí)施教學(xué)的時(shí)候，提前做好預(yù)設(shè)，看看學(xué)生的素養(yǎng)哪些方面可以提高，學(xué)生需要做什么，哪些學(xué)習(xí)效果最好，去改變學(xué)生的學(xué)習(xí)方法，從而做到