更新時間：2024-05-23 21:32:42作者：貝語網校
讀后感 小學數學課程標準讀后感讀后感,Reaction to a book
以下是翻譯的英文版本內容：
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
以下是帶重點詞匯的原文內容：
小學數學課程標準后讀本第1部分
今天聽了郭華教授的講座，我感觸頗深。首先，在日常教學中，要注意培養學生在生活中發現和應用數學的習慣。數學”
小學數學課程標準后讀第2部分
聽施寧忠教授對2022年版《義務教育數學課程標準》的解讀，我受益匪淺，對一些以前不是特別清楚的地方也更清楚了。任何有利于學生發展，有利于學生形成良好感情和價值觀的數學內容，都是有價值的數學。然而，數學內容的價值并不是完全靜態地呈現在教科書中，它需要教師去思考、去捕捉、去發展，然后通過教學活動動態地滲透。因此，教師對教學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者，從而最大限度地開發和體現教材的價值。例如，教科書中介紹的求比率的方法是“第一項除以第二項”，化簡比率的方法是基于“比率的基本性質”。教材中也同時安排了求比和化比的練習，但并沒有將這兩種方法進行交流。其實熟悉這門學科的老師都知道，用第一項除以第二項求比值、化簡比值的方法只有一種，細心的學生通過實踐也能看出這一點，但是為什么呢?通過思考，我們可以發現該教學內容具有以下價值:(1)它傳達了分數、除法和比較之間廣泛的知識，學生可以在探索的過程中整合新舊知識;(2)在探索的過程中，我可以體驗到研究數學問題的思路和方法，如:實例驗證，結合舊知識解決新問題，從個別到一般。從具體到抽象;看似普通的練習，卻蘊含著豐富的教學資源。在我們的教科書中，特別是在舊的教科書中，有一些豐富的內容需要我們去開發，我們需要用新的思想和新的眼光來重新審視這些內容的價值。
小學數學課程標準后讀第3部分
今天上午聽了施寧忠教授的培訓，我有很多感悟，在此總結如下:
學生通過數學教育獲得的核心素養——數學核心素養。數學核心素養是數學教育的最終目標，關系到人的行為、思考和做事。它是學生在參與的數學活動中逐漸形成和發展起來的。是經驗的積累，是過程目標的拓展，是四個基礎的繼承和發展。核心素養表現為用數學視覺觀察真實世界的能力，用數學思維思考真實世界的能力，用數學語言表達真實世界的能力。
新課程的第一個突破:強調核心素養。
注重培養學生終身發展和適應社會發展所需的核心素質，特別是在實際情況下解決問題的能力。
新課程標準的第二個突破:學術質量。
學業質量不僅僅是基于知識點的考試成績，學業成績的綜合表現是以學科的核心素質和表現水平為主要維度，結合課程內容對學業成績表現的總體描述。學業質量是一切過程評價、結果評價和考試命題的基礎，也是作業和考試的基礎。
根據新課程標準的實施,我們也對我們的教學提出了新的要求,如我們的目標是注重識字,不僅關注知識分,知識點是分階段,目標是一小步,小的階段,我們的目標變得更大,識字目標不依賴一個教訓,而不是聽能聽到,加強紀律實踐,嘗試,感覺這個過程,同時也促進全面學習,跨學科學習，做適合大家的教育。
這就要求我們教師在備課和實施教學的時候，提前做好預設，看看學生的素養哪些方面可以提高，學生需要做什么，哪些學習效果最好，去改變學生的學習方法，從而做到
2024-05-18 21:04
2024-05-18 21:04
2024-05-18 21:04