How to infiltrate moral education in mathematics teaching. 1 Middle school students have a high thirst for knowledge, and students and parents pay more attention to knowledge learning. Moral education will get twice the result with half the effort if it can be properly, timely and naturally infiltrated in the usual classroom teaching process. Mathematics curriculum standard points out that mathematics is a kind of human culture, and its content, thought, method and language are important components of modern civilization. There are abundant moral education materials in mathematics teaching. We should be good at grasping the opportunity, thoroughly understanding the teaching materials, excavating the philosophy hidden under the knowledge and consciously infiltrating into the classroom, which will receive good results.
Mathematics, teaching, moral education
First, the content of moral education in mathematics curriculum
1. Patriotism education
Patriotism means loving the motherland and having the spirit of serving the motherland. In mathematics teaching, the history of mathematics is used to stimulate students' patriotic feelings, so as to carry out ideological education. In classroom teaching, we should introduce the long history of mathematics development in China to students closely, correctly evaluate the great achievements of outstanding mathematicians in China, and experience the mathematicians' spirit of pursuing truth. Explore the educational function of the history of mathematics through research, and realize the unique educational value of cultivating students' mathematical literacy advocated by the new curriculum. For example, when learning pi, tell students that it was calculated by Zu Chongzhi, a famous mathematician in ancient China. He is the first person in the world to make Pi accurate to six decimal places. His son Zuxuan and grandson Zuhao both inherited Zu Chongzhi's career and made great achievements in the study of mathematics and calendar. This can stimulate students' national pride and enhance national self-confidence. From these examples, students are encouraged to learn skills and serve the society and the country.
2. Will and character education
Nowadays, many students are only children, and their superior living conditions make them lack independent ability and tenacious perseverance, and their will is fragile and they can't stand the blow. Therefore, it is necessary to cultivate students' good will, learn to learn and learn to survive. In teaching, a step-by-step teaching method can be implemented to make students "jump and walk" and cheer them up. Let them get deep support and encouragement in the process of constantly solving problems, experience the joy of success and gain self-confidence. Moreover, many examples of Chinese and foreign mathematicians studying mathematics hard are introduced, which can guide and educate them to succeed only with tenacious will, unremitting spirit and hard learning attitude. When students encounter difficulties, give them more encouragement so that they don't give up easily. When students get good grades, guide them not to be arrogant and cautious, but to be modest and cautious.
3. Dialectical materialism education
Mathematics itself is full of materialist dialectics. For example, positive and negative, continuous and discrete, infinite and infinite, known and unknown, truth and imagination, which are contradictory but unity of opposites, promote the continuous development of mathematics in transformation. For example, the emergence of three crises in the history of mathematics and the development of the concept of angle all reflect that things are constantly changing and developing. For example, in the teaching of functions, let students understand that everything between heaven and earth flows and changes in the long river of time. From the past to the present, from now to the future. Static is relative, dynamic is eternal! The movement of the stars in the sky, the vibration of the earth on the ground, the eruption of volcanoes, the change of human beings ... It can be seen that all the quantities in this world change with time. If time is the most primitive independent variable, then other quantities are dependent variables. Based on this, we have the concept of function: if there are two variables X and Y in a certain change process, and the variable Y has a unique fixed value corresponding to each fixed value of the variable X within the research scope, then the variable X is called the independent variable, the variable Y is called the dependent variable, or the function of the variable X, which is recorded as: f=(x). Mathematics teaching can not only cultivate students' scientific thinking methods and innovative consciousness, but also realize that human life is limited in infinite time and space, so we must be kind to life, realize our own life value through efforts, and establish a correct outlook on life and world.
4. Collectivism education
People can't live without the collective, class, group and society. We should correctly treat the relationship between individuals and collectives and strengthen the collective concept. Mathematics is sometimes boring, with many laws, laws, formulas and so on. If it is taught orally by a teacher, it is ineffective. Therefore, in today's new curriculum reform, we advocate cooperative learning, guide students to respect each other, help each other, respect others' opinions and labor, and cultivate students' collective spirit of mutual cooperation. For example, during my internship, I instructed my students to explore the conditions of congruence of two triangles, and adopted the method of group cooperative learning: four people made a triangle together with three teaching AIDS, and compared it with their peers, and came to the conclusion that three triangles with equal sides were congruent. With the joint efforts of other members of the group, students have achieved academic success, from which students realize that individual goals and group goals are interdependent. Let them know that in the future study, students should unite and cooperate, learn to study independently, respect others and learn to cooperate with others.
5. Aesthetic cultivation, cultivate students' noble sentiments.
Proch Ras, an ancient philosopher and mathematician, asserted: "Where there are numbers, there is beauty." In Mathematics Beauty and Classroom Teaching, Zhang Dianzhou and Mu Zhenwu divided mathematics beauty into four levels: beauty, beauty, wonder and perfection. Among them, such as aesthetics refers to the symmetry, harmony and conciseness of mathematical objects in form, which always gives people a beautiful and beautiful impression. When studying the sine and cosine theorem, we lamented that the relationship between the angles of a triangle can be expressed by such a simple and symmetrical formula, and marveled that the sum of the external angles of Qian Qian's 10,000 convex polygons is always equal to 360 degrees. Beauty refers to many things in mathematics. Only by recognizing its correctness can we feel its "beauty", thus cultivating students' pursuit of beautiful things and their sense of justice and right and wrong. Wonderful means that wonderful feelings need to be cultivated, and wonderful feelings often come from "unexpected" but "reasonable" things Perfection means that mathematics is always as perfect as possible, cultivating students' serious and responsible attitude and pursuing perfection. Therefore, in mathematics teaching, students can feel and discover beauty, cultivate their aesthetic ability to create beauty, improve their quality, and try their best to pursue perfection within their own abilities.
Second, the way to infiltrate moral education in the teaching process
1. Direct moral education. For example, in the study of mathematics, educating students to get something for nothing is the premise of any great man. Only by keeping his feet on the ground can he get good grades and master solid knowledge and basic skills.
2. Moral education in heuristic teaching. The new curriculum advocates that students are the masters of learning. In the teaching process, we can create conditions for students to participate in the teaching process, let students experience the happiness of success and cultivate their interest in learning. In classroom teaching, students are encouraged to work hard in life, find problems, use their brains, think more about problems, find solutions to problems, and finally solve problems. Recognize that mathematics comes from practice and in turn acts on practice.
3. Infiltrate moral education into after-school exercises. Strict requirements, strict training, require students to write homework carefully and neatly, and check problems, so as to cultivate students' good study habits. Moreover, there are many problems in mathematics, such as multiple solutions to one problem and multiple proofs to cultivate students' thinking ability and innovative spirit. In addition, some practical problems need to be investigated and studied by students themselves, which is particularly prominent in the new textbooks. For example, after learning the sine and cosine theorem, students are required to solve the measurement problems themselves, find their own tools, choose their own measurement objects and find their own calculation methods. This can cultivate students' scientific attitude of seeking truth from facts and the viewpoint of integrating theory with practice, so that students can master knowledge and understand the importance of practical process in hands-on inquiry.
4. Teachers' moral exemplary role. Teaching by example is more important than words, and teachers' own behavior demonstration can infect students best. For example, in the teaching process, I always remind myself to be diligent, prepare lessons carefully, correct homework in time, show my strong sense of time to students, and remind students to grasp the present and cherish time with my exemplary role. Today, with more and more attention paid to students' development, it is more important to infiltrate and demonstrate in teaching activities with teaching materials as the carrier.
In a word, it is necessary to infiltrate moral education in mathematics teaching. However, it should also be noted that moral education is accompanied by knowledge, but it cannot replace knowledge learning. Therefore, we should pay attention to the feasibility while infiltrating moral education thought, and we should not pretend to be the master. I believe that as long as we combine students' ideological reality with their ability to accept knowledge, we can gradually and naturally infiltrate moral education, cultivate students' sentiment, educate students' thoughts and enlighten students' minds, and achieve the dual educational goals of moral education and intellectual education. Only in this way can we cultivate pillars with excellent academic performance.
How to Infiltrate Moral Education in Mathematics Teaching Part II Pupils are in the stage of developing from abstract thinking to logical thinking in mathematics learning. The understanding of abstract concepts in mathematics is not enough, so it is necessary to strengthen the exercise and improvement of understanding ability. Infiltrating moral education in mathematics classroom teaching can help students enhance their understanding ability and improve their logical thinking ability. Therefore, infiltrating moral education into primary school mathematics classroom plays an important role in expanding primary school students' thinking ability.
First, the importance of moral education in primary school mathematics teaching
With the deepening of curriculum reform, an important teaching goal in the setting of primary school mathematics teaching goal is the setting of moral education goal. This shows that moral education has reflected the educational objectives and contents of moral education in various subjects under the concept of new curriculum reform. We can't set this as the goal and ignore the actual teaching effect. It is necessary to embody the content of moral education and the realization of moral education goals in the actual teaching process. So, how to infiltrate moral education in mathematics classroom? We can achieve the goal of moral education in many ways.
Second, ways and means of infiltrating moral education
1. Infiltrating patriotism education in mathematics classroom
China has a civilization of 5,000 years, and mathematics has a glorious development history and rich connotations in its development. In mathematics teaching, many vivid and interesting examples are rich in data and materials. Primary school teachers should show students the profound knowledge of China's mathematics in the process of "preaching and teaching" in mathematics class, so that students can realize the "pi" and the law of fractional division, and let them know that Zu Chongzhi, the inventor of China's pi, put forward the value of "ancestral rate" at the earliest in the world, and it is one thousand years earlier than the western countries. We should also let students know Chen Jingrun, Hua and others who have made outstanding contributions in mathematics. Infiltrate these people's outstanding contributions in mathematics classroom, set an example and play the role of an example, so that students can understand China's 5,000-year-old culture, realize that the field of mathematics is ahead of the world in creation and invention, let students sublimate their patriotic enthusiasm, establish a correct outlook on life, values and world outlook, and establish a lofty ambition to serve the motherland since childhood, so as to infiltrate patriotic education in mathematics classroom teaching, establish patriotic feelings, and enable students to
2. Infiltrate gratitude education in math class.
Thanksgiving education is a traditional virtue of China. Since the founding of New China, in order to promote the virtue of gratitude, our people have spontaneously thanked their mothers on Mother's Day. On "Teacher's Day", we thank the teachers who educated us to grow up. Thanksgiving education is not only the need of building socialism, but also a compulsory course to cultivate children with Chinese traditional virtues. Gratitude is not only to thank those who have helped us, but also an extremely important part in the construction of moral system. Gratitude is not only a manifestation of respect for those who help themselves, but also a need to strengthen the moral system, and it is also an act of expressing gratitude to those who give goodwill and gaining psychological balance. Therefore, in primary school mathematics teaching, we should strengthen this moral concept, cultivate students' gratitude consciousness from an early age, and establish the quality of gratitude. As a virtue, gratitude should be an important aspect of primary school students' personality. In order to better achieve the goal of gratitude education, we should accurately find the breakthrough point of moral education in mathematics classroom, grasp the theme of gratitude in time, strengthen students' ideological and moral quality through gratitude education in time, and integrate gratitude education into mathematics teaching.
3. Moral education by using mathematical activities
In mathematics classroom, under the guidance of the new curriculum reform concept of "people-oriented, improving quality education", collectivism is infiltrated into the group cooperation in primary school mathematics classroom, so that students can establish collective consciousness and establish the ideological quality of winning glory for the collective. In primary school mathematics classroom teaching, group cooperative learning is a common teaching method in recent years. In group cooperative learning, students can gain a sense of honor by winning the honor for the group through the group members, so that students can experience the happiness of success. Moral education can be strengthened by cultivating this spirit of collectivism and the sense of honor brought by the joy of winning glory for the collective. In math class, we can also strengthen the moral education of primary school students through research-based learning. In the process of students' research-based learning, teachers should guide students' ability and quality as participants in learning research in real time according to the actual situation, so that primary school students can play their role in the team in communication and avoid paying too much attention to the performance of others. We should evaluate ourselves strictly and treat the performance of others reasonably. In teamwork, we should master knowledge sincerely and accurately, express our ideas and opinions correctly, treat different ideas and ideas correctly, and learn to communicate and cooperate. In communication, we should have a positive attitude, resolutely put an end to waiting, dependence and important negative thoughts, speak boldly and express boldly. We should also encourage and praise teachers in time, so that moral education can penetrate into the mathematics classroom and carry forward it.
4. Infiltrate moral education with real life.
In math class, teachers should randomly connect with real life and guide students to think more and observe more. Linking mathematical problems with real life not only expands students' thinking space, but also improves students' problem-solving skills and abilities. For example, when organizing students to carry out math classroom activities, students can experience different roles through "small salesmen", understand the hardships of making money, exercise their social practice ability, and at the same time enable students to solve math problems in practice. In a word, moral education should be infiltrated in time according to the different performances of students, whether in the process of group cooperation and research study in primary school mathematics classroom or in mathematics classroom activities such as "small salesmen". It is impossible to achieve the goal of moral education in mathematics classroom if we only rely on the teacher's preaching and do not exercise and improve through practical activities.
Third, the conclusion
Infiltrating moral education in primary school mathematics classroom is not only the requirement of new curriculum reform and new concept in the new period, but also the requirement of the times. In primary school mathematics class, teachers should give timely praise and encouragement according to students' good performance at any time, and infiltrate moral education into it. Primary school students' thinking is still in the stage of transforming from abstract thinking to logical thinking. Moral education in this period can not only make students think, but also cultivate students' good quality from an early age. Moreover, it is not enough for primary school students' moral education to rely solely on the study of a single ideological and moral discipline. Therefore, moral education should be carried out in time in the teaching of various subjects. At the same time, the organic combination of moral education in all subjects is also one of the teaching objectives under the new curriculum reform. Therefore, to infiltrate moral education in primary school mathematics classroom teaching, it is necessary to have a clear aim, find a correct starting point, and infiltrate moral education in time according to the teaching content.