Since the 1990s, China has advocated quality education, and even required the implementation of quality education in mathematics classroom teaching. There are three aspects in the traditional mathematics syllabus and ideological education in mathematics teaching: cultivating students' patriotism through the history of mathematics; Cultivate dialectical materialist world outlook through mathematical content; Form a good personality through math exercises. At present, the main content of implementing quality education in China is to face all students and develop morally, intellectually, physically, aesthetically and laboriously. Visible, in quality education, moral education is in the primary position, no matter which subject teaching, in addition to complete their own knowledge transfer, there is a common important task is moral education. How to integrate moral education into teaching and improve students' moral quality in an all-round way is the responsibility of every teacher, and it is also a problem that every teacher begins to study. Now I'll talk about how to infiltrate moral education into junior high school mathematics education and teaching.

First, turn the consciousness of loving students into practical actions in education and teaching. Loving students is the basic principle of teachers' professional ethics. Now some students are called "double poor students", which means poor academic performance and poor ideological performance. Many students do poorly in math. Therefore, my specific approach in teaching is:

First, find the root cause and prescribe the right medicine. In order to suit the remedy to the case, I made home visits one by one, and combined with home visits, I did my parents' work well first, and talked with the students one by one to let them express their thoughts. I have a deep understanding of their subtle personality differences. Master their psychological activities, personal hobbies, etc. And pay attention to them.

Second, cultivate self-confidence. Cultivating self-confidence starts with trust, and trust is the best teacher. The root of many poor students is lack of trust. Apart from criticism and criticism, they are always accused and criticized. Therefore, we should encourage more and criticize less in teaching. Secondly, we should find out the bright spots. Teenagers are cute, even real double-poor students have a cute side. As a teacher, we should give correct guidance and gradually cultivate students' confidence in learning well.

Third, strengthen the faith and educate a student well, which will never happen overnight and once and for all. Impatience, impetuousness and quick success are the taboos of education. As a junior high school teacher, since he is determined to teach for life, he must have a firm belief in educating every student. In the practice of education and teaching, I insist on convincing people with emotion, attracting people with rich knowledge and guiding people with excellent moral character.

Second, moral education runs through the teaching content. Mathematics itself also requires teachers to carry out moral education for students in teaching activities. While completing knowledge teaching and ability training, students should be educated in ideals and patriotism according to the teaching content. For example, in the teaching of some theorems and formulas, the inventor and the invention process can be introduced appropriately. Through examples, let students know the development level of ancient science and technology in China, and inspire their national pride and pride. So as to establish the ideal and belief of exploring the mysteries of science. It is common in mathematical moral education: "Use the achievements of ancient and modern mathematics in China to carry out patriotic education." This sentence is correct, but it is not enough. There are many misunderstandings in the implementation. For example, talk more about China and less about foreign countries in the history of mathematics; The history of Chinese mathematics mainly talks about how many years earlier a certain China achievement is than that of foreign countries; Examples of Chinese Mathematics History —— Centered on Zu Chongzhi's calculation of pi: The knowledge of mathematics history is regarded as "reading material" and not included in the text; In this way, the history of mathematics serves "pure" patriotism, and the way is getting narrower and narrower, and the actual educational effect is also very poor. Therefore, the education of mathematical history should pay attention to: the unity of patriotism and international consciousness; Achievements in the history of mathematics can not only be discussed sooner or later, but also can not be measured many years earlier than others. The teaching of the history of mathematics should fully reflect the cultural background of mathematics, so that the history of mathematics can be integrated, enriched and promoted from the aspects of course content, concept formation, proof method and exercise configuration.

Third, moral education runs through the teaching process. A concerned math teacher will find out the combination of mathematics and reality from his real life and describe it vividly, so that students can receive ideological education in math class. For example, a teacher heard a classmate say in a chat, "Why didn't Yang Bailao pay back the money he borrowed in White-haired Girl?" ? What's the difference between snowballing debt and compound interest? "The teacher brought this issue up for discussion in math class, reviewed and deduced the calculation formulas of simple interest and compound interest, compared the usury in Yang Bailao era with the loan interest rate in the bank now, and guided everyone to study the difference between" super economic exploitation in semi-colonial and semi-feudal society "and" equal and mutually beneficial loan relationship "mathematically. This kind of education is very vivid, and students understand the significance of class struggle. As a junior high school math teacher, how to run through moral education in subject teaching is a new topic. My approach is: first, start with cultivating students' interest in learning, attract students' attention and learn mathematics well. For example, carry out interest teaching activities in combination with real life; Do in-depth and meticulous ideological and political work for different students; Adopt happy teaching method, etc. Secondly, in the teaching process, we should cultivate students to have ideals. If you have an ideal, you must study hard first. A man who can only eat, drink and be merry has no ideal. Why do you want to learn math well? Because mathematics is the key to other science halls. Only by learning mathematics well can we learn other subjects well, such as physics and chemistry. Combining the importance of learning mathematics well, let students realize the importance of scientific knowledge and the importance of being a man. Thirdly, according to the characteristics of subject teaching, moral education should be infiltrated. Mathematics is a highly abstract ideological activity and the crystallization of human scientific wisdom. In other words, mathematics teaching should cultivate students' abstract thinking ability and scientific spirit. The cultivation of abstract thinking and scientific spirit is an indispensable part of quality education and moral education. Infiltrating moral education into subject teaching is easy for students to accept, so that they can learn from the subject, understand many social truths and be human. This is more subtle than empty political preaching and more effective in educating students to grow up healthily.

Fourth, cultivate dialectical materialism and good thinking quality. There are dialectical factors in mathematics, such as positive and negative, root and power, differential and integral, variable and function, equation, change, number and shape set, extreme value and maximum value. But they are too abstract for students to really understand. Therefore, dialectical education in mathematics teaching should not be too high. In addition to excavating dialectical factors in mathematics, it may be more important to prevent the excessive use of logical deductive thinking in mathematics from falling into metaphysics. The cultivation of logical thinking ability is unique to mathematics teaching, which has strong persuasiveness and aesthetic value. Therefore, we should pay more attention to the training and cultivation of students' thinking quality in teaching.

Fifth, the value of mathematical aesthetic education. Pursuing the perfect mathematical realm is a characteristic of mathematical thinking. When we use the aesthetic function of mathematics, people's thoughts will be sublimated, the quality of thinking will be improved and the spirit of innovation will be carried forward. So as to improve the quality of students' moral education. In a word, moral education should run through the whole mathematics teaching, which not only meets the requirements of quality education, but also meets the needs of mathematics teaching practice. As long as we insist on paying equal attention to moral education and intellectual education, teaching and educating people are correct. In this way, letting moral education dissolve in the teaching process can not only improve the teaching effect, but also help students grow up healthily.