学习义务教育新课程标准2022版心得体会【精彩3篇】

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学习义务教育新课程标准2022版心得体会 篇1学习义务教育新课程标准2022版心得体会 篇2学习义务教育新课程标准2022版心得体会 篇3

学习义务教育新课程标准2022版心得体会 篇1

在名师的引领下，通过线上学习义务教育数学课程标准2022年版，我了解到修订后的课程标准的主要变化有：一是强化了课程育人导向；二是优化了课程内容结构；三是研制了学业质量标准；四是增强了指导性；五是加强了学段衔接。我认识满分作文网到新课程理念下的数学教学要结合现实生活，使学生从心中建立起数学与实际生活的天然联系，感受数学的力量，体验数学的有用性与挑战性。让学生会用数学的眼光观察现实世界，会用数学的思维思考现实世界，会用数学的语言表达现实世界。

Under the guidance of famous teachers, through online learning compulsory education mathematics curriculum standard 2022, I learned that the main changes of the revised curriculum standard are: first, strengthening the guidance of curriculum education; Secondly, it optimizes the course content structure; Third, the academic quality standards have been developed; Fourth, the guidance has been strengthened; Fifthly, we have strengthened the link between learning periods. I know that mathematics teaching under the concept of Full Score Composition Network and the new curriculum should be combined with real life, so that students can establish the natural connection between mathematics and real life, feel the power of mathematics, and experience the usefulness and challenge of mathematics. Let students observe the real world with mathematical eyes, think about the real world with mathematical thinking, and express the real world with mathematical language.

学习义务教育新课程标准2022版心得体会 篇2

新旧课标对比之后，比较显目的的是关于“基本理念”和“总体目标”的修订。“基本理念”指出：数学课程应致力于实现义务教育阶段的培养目标，体现基础性、普及性和发展性。义务教育阶段的数学课程要面向全体学生，适应学生个性发展的需要，使得：人人都能获得良好的数学教育，不同的人在数学上得到不同的发展，达到“获得适应社会生活和进一步发展所必须的数学的基础知识、基本技能、基本思想、基本活动经验”的目标。

After the comparison between the new and old curriculum standards, the more obvious one is the revision of "basic concepts" and "overall goals". The "basic concept" points out that mathematics curriculum should be committed to achieving the training objectives of compulsory education, reflecting the basic, universal and developmental nature. The mathematics curriculum in the compulsory education stage should face all students and adapt to the needs of students' personality development, so that everyone can get good mathematics education, and different people can get different development in mathematics, so as to achieve the goal of "acquiring the basic knowledge, basic skills, basic ideas, and basic activity experience of mathematics necessary for adapting to social life and further development".

在日常生活中，我们到底会用到多少的数学知识？数学怎是人人所必须呢？又怎能体现其“有价值”？那么学习数学的意义又何在？

How much mathematical knowledge will we use in our daily life? How is mathematics necessary for everyone? How can it reflect its "value"? So what is the significance of learning mathematics?

从这些的修订处中，我找到了一些答案。是呀，许多的数学知识通常是出校门后不到—两年便很快忘掉了，学到的数学知识显得一无是处。然而细想，不管从事什么业务工作，深刻于每个人头脑中的数学精神、数学的思维方法、研究方法、推理方法等都随时随地地发生作用，令我们受益终身。新的《数学课程标准》也指出：学生通过学习，要能够获得适应未来社会生活和进一步发展所必需的基本的数学思想方法和活动经验。是呀，观察现实生活中的各行业，对人的素质要求有着共同之处，要求走向社会的人，具备严谨的工作态度，具有善于分析情况，归纳总结，综合比较，分类评析，概括判断的工作方法，这—切都是在数学思想的渗透中得以培养的。

From these revisions, I found some answers. Yes, a lot of mathematical knowledge is usually forgotten within two years after leaving school, and the learned mathematical knowledge seems useless. However, no matter what kind of business work we are engaged in, the mathematical spirit, mathematical thinking methods, research methods, reasoning methods, etc. that are deeply rooted in everyone's head, all work at any time and anywhere, making us benefit for life. The new Mathematics Curriculum Standard also points out that students should be able to acquire the basic mathematical thinking methods and activity experience necessary for adapting to the future social life and further development through learning. Yes, observing all industries in real life, we have common requirements for people's quality. People who want to go to the society are required to have a rigorous working attitude and a working method that is good at analyzing situations, summarizing, comprehensive comparison, classified evaluation, and generalized judgment. All of these are cultivated in the penetration of mathematical ideas.

当然，修订的真正意图在于让我们—线教师在实践中实施、落实。那就要求我们必须真正领悟精神、领悟理念，认真钻研教材，提高渗透的自觉性、把握渗透的层次性；同时要讲究方法，把握好教学过程中进行数学思想渗透的契机；更应该看到，对学生数学思想的渗透，不是一朝—夕就能见到学生数学能力提高的，而是一个过程。数学思想必须经过循序渐进和反复训练，才能使学生真正地有所领悟。

Of course, the real intention of the revision is to let our first-line teachers implement it in practice. That requires us to really understand the spirit and concept, seriously study the teaching materials, improve the consciousness of penetration, and grasp the level of penetration; At the same time, we should pay attention to methods and grasp the opportunity of mathematical thought infiltration in the teaching process; It should be noted that the infiltration of students' mathematical thinking is not a process that can be seen overnight to improve students' mathematical ability, but a process. Mathematic thought must be gradually and repeatedly trained so that students can truly understand it.

总而言之，在小学数学教学中有意识地渗透一些基本数学思想和积累—些基本活动经验，不仅能使学生领悟数学的真谛，懂得数学的价值，学会数学地思想和解决问题，还可以把知识的学习和能力的培养、智力的发展有机地统一起来，这正是课程标准所强调的，也是我读《课标修订稿》所领悟的。也只有这样，才能真正使“人人都能获得良好的数学教育，不同的人在数学上得到不同的发展”。

In a word, consciously infiltrating some basic mathematical thoughts and accumulating some basic activity experiences in primary school mathematics teaching can not only enable students to understand the true meaning of mathematics, understand the value of mathematics, learn to think and solve problems mathematically, but also organically integrate knowledge learning, ability training and intellectual development. This is what the curriculum standards emphasize, and what I learned from reading the Revised Curriculum Standards. Only in this way can we really make "everyone can get good mathematics education, and different people can get different development in mathematics".

学习义务教育新课程标准2022版心得体会 篇3

学习《小学数学新课程标准》，使我领悟到了教学既要加强学生的基础性学习，又要提高学生的发展性学习和创造性学习，从而培养学生终身学习的愿望和能力，让学生享受“快乐数学”，因此，本人通过对新课程标准的再学习，有以下的认识：

Learning the New Curriculum Standards for Primary School Mathematics made me realize that teaching should not only strengthen students' basic learning, but also improve students' developmental learning and creative learning, so as to cultivate students' desire and ability to learn for life and let students enjoy "happy mathematics". Therefore, I have the following understanding through the re learning of the new curriculum standards:

一、备课：变“备教材”为“备学生”

1、 Course preparation: change "preparing textbooks" to "preparing students"

教师在备课过程中备教的方法很多，备学生的学习方法少。老师注意到自身要有良好的语言表达能力，注意到实验操作应规范、熟练，注意到文字的表达，也注意对学生的组织管理，但对学生的学考虑不够。老师的备课要探讨学生如何学，要根据不同的内容确定不同的学习目标；要根据不同年级的学生指导如何进行预习、听课、记笔记、做复习、做作业等；要考虑到观察能力、想象能力、思维能力、推理能力及总结归纳能力的培养。一位老师教学水平的高低，不仅仅表现他对知识的传授，更主要表现在他对学生学习能力的培养。

There are many ways for teachers to prepare for teaching while there are few ways for students to prepare for learning. The teacher noticed that he/she should have good language expression ability, that the experimental operation should be standardized and skilled, that the words should be expressed, and that he/she should also pay attention to the organization and management of students, but he/she did not give enough consideration to students' learning. Teacher's lesson preparation should discuss how students learn, and determine different learning objectives according to different contents; Students of different grades should guide how to preview, listen to lectures, take notes, review and do homework; The cultivation of observation ability, imagination ability, thinking ability, reasoning ability and summing up ability should be considered. The teaching level of a teacher is not only shown in his teaching of knowledge, but also in his training of students' learning ability.

二、上课：变“走教案”为“生成性课堂”

2、 Class: change "follow the teaching plan" to "generative class"

教学过程是一个极具变化发展的动态生成的过程，其间必然有许多非预期的因素，即便教师对学情考虑再充分，也有“无法预知”的场景发生，尤其当师生的主动性、积极性都充分发挥时，实际的教育过程远远要比预定的、计划中的过程生动、活泼、丰富得多。教师要利用好即时生成性因素，展示自己灵活的教学机智，不能牵着学生的鼻子“走教案”。要促成课堂教学的动态生成，教师要创造民主和谐的课堂教学氛围。如果我们的课堂还是师道尊严，学生提出的问题，教师不回答，不予理睬，或马上表现出不高兴，不耐烦，那学生的学习积极性一定大打折扣，因而要让我们的课堂充满生气，师生关系一定要开放，教师要在教学中真正建立人格平等、真诚合作的民主关系。同时教师要高度重视学生的一言一行，在教与学的平台上，做到教学相长，因学而教，树立随时捕捉教学机会的意识，就必定会使我们的课堂教学更加活泼有趣，更加充满生机，也更能展示教师的无穷魅力。课堂提问注意开放性。开放性的提问，没有统一的思维模式与现成答案，学生回答完全是根据自已的理解回答。答案一定会是丰富多彩，这可以作为我们教师的教学资源。教师根据这些答案给予肯定、或给予引导，使学生的思想认识在教师的肯定或引导中得到提高。要促进课堂教学的动态生成，还要充分发挥教师的教学智慧，教师对教育过程的高超把握就是对这种动态生成的把握。

The teaching process is a dynamic generation process with great changes and development, during which there must be many unexpected factors. Even though teachers consider the learning situation fully, there are also "unpredictable" scenarios. Especially when teachers and students give full play to their initiative and enthusiasm, the actual education process is far more vivid, lively and rich than the scheduled and planned process. Teachers should make good use of the immediate generative factors to show their flexible teaching wit, and should not lead students by the nose to "follow the teaching plan". To promote the dynamic generation of classroom teaching, teachers should create a democratic and harmonious classroom teaching atmosphere. If our classroom is still the dignity of the teacher, and the teacher does not answer or ignore the questions raised by the students, or immediately shows displeasure and impatience, the students' enthusiasm for learning will be greatly reduced, so we should make our classroom full of vitality, the teacher-student relationship must be open, and the teachers should truly establish a democratic relationship of equal personality and sincere cooperation in teaching. At the same time, teachers should attach great importance to the words and deeds of students. On the platform of teaching and learning, teaching and learning can benefit from each other, teaching for learning, and establishing the awareness of capturing teaching opportunities at any time, which will certainly make our classroom teaching more lively and interesting, more full of vitality, and more able to show the endless charm of teachers. Classroom questioning should be open. There is no unified mode of thinking and ready-made answers for open questions, and students' answers are completely based on their own understanding. The answer will be colorful, which can be used as teaching resources for our teachers. Teachers give affirmation or guidance according to these answers, so that students' ideological understanding can be improved in the affirmation or guidance of teachers. To promote the dynamic generation of classroom teaching, teachers should also give full play to their teaching wisdom. Teachers' superb grasp of the educational process is the grasp of this dynamic generation.

三、变“权威教学”为“共同探讨”新课程倡导建立自主合作探究的学习方式，对我们教师的职能和作用提出了强烈的变革要求，即要求传统的居高临下的教师地位在课堂教学中将逐渐消失，取而代之的是教师站在学生中间，与学生平等对话与交流；过去由教师控制的教学活动的那种沉闷和严肃要被打破，取而代之的是师生交往互动、共同发展的真诚和激情。因而，教师的职能不再仅仅是传递、训导、教育，而要更多地去激励、帮助、参谋；师生之间的关系不再是以知识传递为纽带，而是以情感交流为纽带；教师的作用不再是去填满仓库，而是要点燃火炬。学生学习的灵感不是在静如止水的深思中产生，而多是在积极发言中，相互辩论中突然闪现。学生的主体作用被压抑，本有的学习灵感有时就会消遁。

3、 Changing "authoritative teaching" into "joint discussion", the new curriculum advocates the establishment of a learning method of independent cooperation and inquiry, which puts forward a strong demand for change in our teachers' functions and roles, namely, the traditional position of a teacher who is commanding will gradually disappear in classroom teaching, and instead of teachers standing among students, they will talk and communicate with students equally; The dull and serious teaching activities controlled by teachers in the past will be replaced by the sincerity and passion of interaction and common development between teachers and students. Therefore, the function of teachers is no longer just to transmit, instruct and educate, but to encourage, help and advise more; The relationship between teachers and students is no longer based on knowledge transfer, but on emotional communication; The role of teachers is no longer to fill the warehouse, but to light the torch. The inspiration of students' learning is not generated in the quiet meditation, but in the active speech and mutual debate. When students' main role is suppressed, their original learning inspiration will sometimes disappear.

四、变“教师说”为“学生多说”。

4、 Change "teachers say" to "students say more".

教学中教师要鼓励、引导学生在感性材料的基础上，理解数学概念或通过数量关系，进行简单的判断、推理，从而掌握最基础的知识，这个思维过程，用语言表达出来，这样有利于及时纠正学生思维过程的缺陷，对全班学生也有指导意义。教师可以根据教材特点组织学生讲。有的教师在教学中只满足于学生说出是与非，或是多少，至于说话是否完整，说话的顺序如何，教师不太注意。这样无助于学生思维见解，并有顺序地讲述自己的思维过程，并让尽量多的学生能有讲的机会，教师不仅要了解学生说的结果，也要重视学生说的质量，这样坚持下去，有利于培养学生的逻辑思维能力。

In teaching, teachers should encourage and guide students to understand mathematical concepts or make simple judgments and inferences through quantitative relations on the basis of perceptual materials, so as to master the most basic knowledge. This thinking process is expressed in language, which is conducive to correcting the defects of students' thinking process in a timely manner and is also instructive to the whole class. Teachers can organize students to speak according to the characteristics of textbooks. Some teachers are only satisfied with the students' right and wrong, or how much, in teaching. As for whether the speech is complete or not, the teacher does not pay much attention to the order of speech. This is not conducive to students' thinking opinions, and tells their own thinking process in order, and allows as many students as possible to have the opportunity to speak. Teachers should not only understand the results of students' speaking, but also pay attention to the quality of students' speaking. This persistence is conducive to developing students' logical thinking ability.

根据小学生的年龄特点，上好数学课应该尽量地充分调动学生的各种感官，提高学生的学习兴趣，而不能把学生埋在越来越多的练习纸中。例如，口算，现在已经名不副实，多数用笔算代替，学生动手不动口。其实，过去不少教师创造了很多口算的好方法，尤其在低年级教学中，寓教学于游戏、娱乐之中，活跃了课堂气氛，调动了学生学习积极性，其它教材也可以这样做。我们不能把数学课变成枯燥无味、让学生学而生厌的课。在数学课上，教师要引导学生既动手又动

According to the age characteristics of primary school students, a good math lesson should fully mobilize students' senses and improve their interest in learning, instead of burying students in more and more exercise papers. For example, mental arithmetic is now unworthy of its name. Most of it is replaced by written arithmetic, and students can't move their hands. In fact, in the past, many teachers have created a lot of good methods of mental arithmetic. Especially in lower grade teaching, teaching is integrated into games and entertainment, which enlivens the classroom atmosphere and arouses students' enthusiasm for learning. Other textbooks can do the same. We can't turn math lessons into boring ones that students are bored with. In mathematics class, teachers should guide students to both start and move

口，并辅以其它教学手段，这样有利于优化课堂气氛，提高课堂教学效果，也必然有利于提高教学质量。

It is beneficial to optimize the classroom atmosphere, improve the classroom teaching effect and improve the teaching quality.

总之，面对新课程改革的挑战，我们必须转变教育观念，多动脑筋，多想办法，密切数学与实际生活的联系，使学生从生活经验和客观事实出发，在研究现实问题的过程中做数学、理解数学和发展数学，让学生享受“快乐数学”。

In a word, in the face of the challenges of the new curriculum reform, we must change our educational concepts, use more brains, think more ways, and close the relationship between mathematics and real life, so that students can start from life experience and objective facts, do mathematics, understand mathematics, and develop mathematics in the process of studying practical problems, so that students can enjoy "happy mathematics".