First, skillfully set the situation and infiltrate moral education in the introduction of new curriculum.
Suhomlinski said, "Don't bother children with the process of mastering knowledge, and don't lead them to a state of fatigue and indifference to everything. But to make their whole body and mind full of joy. " When moral education is infiltrated into middle school mathematics teaching, teachers should be "people with conscience" instead of being dragged down by students. Teachers can skillfully create situations to make learning a kind of enjoyment in children's happy participation, and achieve the effect of "sneaking into the night with the wind and moistening things silently". For example, when teaching Know the Time, I first demonstrate the world-famous opening ceremony of the Guangzhou Asian Games with courseware, and let the students tell when the opening time of the Guangzhou Asian Games is. Attract students' interest in learning, let students have a preliminary understanding of "every minute", educate students in patriotism and stimulate their patriotic enthusiasm. So as to cultivate students' spirit of diligent study, determination to become talents and tenacious struggle. In the teaching of Counting in Grade One, I first show the "lovely campus", and then let the students observe the scene in the picture, and then observe their beautiful campus in combination with the students' actual life, so as to educate the students to love the good moral character of the school and the collective, to educate them to cherish our wonderful learning opportunities and happy life today, to study hard in the beautiful campus, to learn scientific and cultural knowledge well, and to serve our hometown in the future. When teaching "Understanding of 6 and 7", when guiding students to know the theme map, we should educate students in ideology and morality, pay attention to hygiene, actively participate in duty activities, know how to clean their living environment from an early age, and enhance students' awareness of environmental protection.
Second, organically combine with teaching materials and integrate moral education into new teaching.
Patriotism is the core of being a man, especially for growing middle school students. As the saying goes, "water does not excite or jump, and people do not excite or excite." Once a person combines lofty patriotic feelings with immediate learning, their interest is long-term and their potential is immeasurable. Therefore, teachers organically combine with teaching materials in the teaching process and infiltrate patriotic education. Fully tap the patriotic theme of teaching materials, optimize the teaching process, give full play to the ideological education function of teaching materials, lose no time to infiltrate imperceptibly, and infiltrate moral education into the knowledge analysis of new curriculum teaching. For example, when teaching the sixth grade mathematics "circumference", when the teacher talks about pi, he can introduce it to the students with courseware combining words and pictures. Zu Chongzhi, an ancient mathematician in China, calculated that pi should be between 3. 14 15926 and 3. 14 15927 about 65438 years ago, becoming the first mathematician in the world. It also tells the touching story of Zu Chongzhi's pursuit of mathematics. This story can inspire students to treat life with a scientific attitude, cultivate their spirit of independent thinking, courage to create, persistent pursuit and dedication to science, enable students to understand the glorious history of science in China, stimulate national pride and love for the motherland, and aspire to study mathematics diligently to revitalize the scientific cause of the motherland. For another example, when I was teaching "Axisymmetric Graphics" in second grade mathematics, I showed a magnificent photo of Tiananmen Square with multimedia. When I first saw the photos, the students would smile and concentrate on the photos. I guide students to observe the characteristics of Tiananmen architecture through photos and help them understand the concept of "axial symmetry" more vividly. At the same time, students can also feel the grandeur of China's ancient architecture and the hard-working wisdom of the working people through pictures, which not only ignited students' interest in learning, but also made them receive spiritual education.
Moral education permeates mathematics teaching in middle schools. The materials with brilliant achievements in China can help students understand the great contributions of ancient mathematicians in China, and the value created by our China ancestors with high wisdom can enhance students' national self-esteem and self-confidence. In the process of teaching, vivid and educational data and materials are used to let students know the great achievements of China's socialist modernization and feel the pulse of the times of the motherland's development, so as to inspire students to love their great motherland and encourage them to devote themselves to the construction of our great motherland. In a word, moral education should be infiltrated in mathematics teaching, so as to be natural and appropriate, and it is forbidden to copy mechanically, so that the subject content and moral education content can be harmonious and unified, just like the spring rain that sneaked into the night with the wind, nourishing everything.
Thirdly, moral education to cultivate students' good study habits should be permeated in mathematics teaching and training.
Through mathematics teaching and training, we can cultivate students' scientific attitude of seeking truth from facts and good quality of initiative. Mathematics is a discipline with a strict system and demonstration, which requires careful calculation, careful application of calculation and careful analysis, and always requires people not to violate the scientific norms of mathematics. In mathematics teaching, we should consciously guide students to analyze, reason, summarize and judge, and follow certain logical laws to make it step by step and reasonable. Through the standardized training of mathematical problem solving, it is strictly required to write neatly and practice carefully, and mistakes must be corrected, so that students can form a rigorous and serious style and understand that mathematics cannot be hypocritical and fraudulent, and what is needed is an honest, honest and realistic scientific attitude. In problem-solving teaching and training, teachers can often urge and encourage students to overcome and solve some difficulties, or deliberately set some difficulties for students to break through, such as training with multiple solutions to one problem and changeable problems, so as to cultivate students' spirit of assiduous study and active exploration. You can also use the indomitable stories of mathematicians to solve mathematical problems to motivate students, use your past achievements and progress to motivate students, design some problems to solve in class, carry out competition exercises, and announce and commend them in time. Through their unremitting efforts, students can understand the true meaning of mathematics, have a strong interest in knowledge, and have a high enthusiasm, and then actively and constantly make progress and strive to explore the mysteries of mathematics. For example, when I was teaching the Preliminary Understanding of Fractions, I made up such an interesting question in the consolidation exercise: "Four good friends ate a cantaloupe according to the scores of 1/8, 3/8, 2/8 and 1/2 respectively. If you are one of them, how do you choose? What is the reason? " As soon as the question was raised, the students rushed to answer it, some said 1/2, others said 1/8, and gave their own reasons (the reason for choosing 1/2 is to eat more, and the reason for choosing 1/8 is to think more about others and give them more food). As long as students can give reasons, teachers will praise them. At this time, teachers should take advantage of this situation to educate students to be polite at all times. As our students, mutual humility and mutual humility are the virtues of China people. Through this practice, boring knowledge has become a lively topic of interest to students, which has enabled students to actively participate in their study life and stimulated their interest in learning. It has not only consolidated new knowledge, but also organically infiltrated moral education into teaching. So as to cultivate students' good qualities of civilization, courtesy and humility from an early age. For another example, in the training of computing ability, I first ask students to carefully examine the questions, thinking while examining the questions: "Is it wrong to read or copy?" Look at the data and operation symbols clearly and figure out what to calculate first. What is it? Can you do a simple calculation? "When calculating, students are required to look back step by step, consciously check, correct mistakes in time, consciously analyze the causes of mistakes, prevent mistakes from happening again, and form a good habit of careful calculation. At the same time, students are required to write clearly the numbers and operation symbols in the topic, form the habit of consciously checking after finishing homework, correct the attitude of studying hard and assiduously, and cultivate the spirit of independent thinking and overcoming difficulties.
Fourth, connecting with the reality of life, extending the content of moral education after class.
Mathematics is a highly interrelated subject. Mathematical knowledge comes from life and is applied to life. Mathematics is all around us. Therefore, in teaching, teachers should be good at connecting with students' real life, organically combine information about moral education with extracurricular learning, and infiltrate ideological and moral education in time. The infiltration of moral education can not be confined to the classroom, and some math activity classes and math theme activities can be carried out appropriately. For example, after teaching statistics, I asked my students to carry out the activity of "I am the master this month", and asked them to go back and ask their parents to make a statistical table of the daily water consumption of their home this month, and then work out how much water their home spent this month. Talk about your ideas through calculation, comparison and discussion. This not only consolidates the statistical knowledge learned in class after class, but also makes students understand the hardships of parents' financial management, thus guiding students to develop good quality of not wasting water resources and cultivating students' awareness of saving water. For another example, after teaching the first-year students to learn classification, I asked them to tidy up their schoolbags and their rooms after returning home, so that students could realize that their school supplies and daily necessities should be put in a good way, and gradually develop good study and living habits, so that students could not only master mathematics knowledge, but also improve their self-care ability. In addition, we should carry out various activities according to students' hobbies, such as knowledge contests, telling the story of a little mathematician and related mathematical information. I believe this will play multiple roles.
In a word, an all-round person should not only have rich knowledge, but also have noble personality, which is the starting point of the modern educational concept of "people-oriented". The above points are my experience in ideological and moral education for students in mathematics teaching. A century-long plan, moral education-oriented, let us infiltrate moral education into mathematics teaching, give play to the educational function of mathematics, and thus produce a kind of infiltration effect of "spring rain moistens things, imperceptibly".