本文探讨小学教育专业学生对《义务教育数学课程标准(2022年版)》中“教学提示”的理解和应用能力,选取江西省某师范大学48名学生为对象,通过课题设计、说课分析、课堂观察、学生访谈和问卷调查等方法,围绕数与代数、图形与几何、统计与概率、综合与实践四个领域展开。研究发现,学生虽能多角度理解“教学提示”,但在理解深度、核心素养培养、理论与实践结合等方面存在不足。具体表现为理论理解浅表化、情境设计缺乏真实性、资源整合能力不足以及对学生个体差异关注不够。针对这些问题,研究提出优化策略,包括加强理论与实践结合、深入理解教学提示内涵、强化核心素养导向、提升资源整合能力、关注学生个体差异等。研究结果对提升未来小学数学教师的专业素养、深化小学数学课程改革具有重要意义。This study examines pre-service primary education students’ comprehension and application of “Teaching Prompts” from China’s 2022 Compulsory Education Mathematics Curriculum Standards. Through methods like lesson planning, teaching simulation, classroom observation, student interviews, and questionnaires, involving 48 undergraduates at a Jiangxi Normal University, the research spans four mathematical domains: Number & Algebra, Graphics & Geometry, Statistics & Probability, and Comprehensive Practice. Findings reveal that while students can interpret the “Teaching Prompts” from multiple perspectives, they exhibit deficiencies in depth of understanding, core literacy cultivation, and integration of theory and practice. These deficiencies manifest as superficial theoretical comprehension, lack of authenticity in context design, insufficient integration of teaching resources, and inadequate attention to individual differences among students. Proposed strategies emphasize strengthening the integration of theory and practice, deepening the understanding of teaching pro
