First, infect students with teachers' personality charm.
Moral education is a subtle education to cultivate students' emotions. The influence of teachers' image and mental outlook on students is direct and far-reaching. Among them, teachers' exemplary role and attitude towards students are the main methods to cultivate students' good habits. Teachers' words and deeds can infect students, so we should influence students with strict teaching style and meticulous work attitude. In class, dress simply and generously, speak Mandarin, and the language should be clear and logical. The blackboard writing should be neat and standardized. The design of blackboard writing, the expression of language and the appearance of teachers can infect students with beauty invisibly, thus edifying students' sentiment and making them feel the education of beauty. Counseling "problem students" should be patient and meticulous, so that students can be subtly influenced and educated under the influence of teachers. If teachers are gloomy and lifeless in teaching, the classroom atmosphere will be tense and serious, students will easily feel depressed and their learning potential will not be tapped. Therefore, in classroom teaching, teachers should create situations, integrate the feelings of teachers and students into cognitive activities, and let students study in a pleasant and relaxed atmosphere, which is helpful to cultivate students' good personality.
Second, use the content of teaching materials to infiltrate moral education.
In primary school mathematics textbooks, ideological and moral education is very rich. As long as teachers study textbooks carefully, make full use of moral education materials in textbooks and seize the opportunity to carry out ideological education, moral education will run through knowledge teaching. For example, when reviewing the teaching of "hours, minutes and seconds", use courseware to show the festive scenes of Beijing's successful Olympic bid. Grasp this material and educate students: China's bid for the Olympic Games has been successful. We in China have been looking forward to this dream for many years, and today we have finally realized it. As China people, we are proud and proud. When teaching pi, we can introduce Zu Chongzhi as a great mathematician and astronomer in China. He was the first person in the world to accurately calculate the value of pi to seven decimal places, more than a thousand years earlier than foreign mathematicians. And tells the touching story of Zu Chongzhi's pursuit of mathematics, which can not only enhance students' national pride, self-esteem and self-confidence. For another example, when reviewing the teaching of "reading and writing" in the sixth grade, some local educational data can be selectively introduced. You can also introduce the topographical features of China. For example, China has a vast territory, about 5,000 kilometers from east to west and 5,500 kilometers from north to south, with a land area of about 9.6 million square kilometers. There is a world-famous Yangtze River in China, with a total length of 6,300 kilometers. When teaching "application problems", we can educate students to love their hometown, motherland, socialism and science by comparing and analyzing the convincing data of daily life, agriculture, science and technology and health reflected by the application problems.
Thirdly, combining with the teaching process, infiltrating ideological and moral education.
Mathematics class is different from ideological and moral class, and it is not an activity of the Young Pioneers. It has its own characteristics. It can't educate students morally and rationally in the whole class. Only by combining the teaching process can we grasp the words and sentences with moral education factors, one problem and one example, one picture and one table, and infiltrate them. For example, in the teaching of practical problems, teachers can choose some good examples, such as doing good deeds, saving water and electricity, and per capita income before and after the reform, so that students can be subtly educated in the process of solving problems. Another example is: when teaching "hours, minutes and seconds", the teacher can let the students feel how long 1 minute and 1 second are and how many things can be done, and how many 65438+s are there in a 40-minute class. So as to timely educate students to cherish time and be the master of time. When teaching "Yuan, Jiao and Fen", students can be educated that RMB is the property of the country and represents the dignity of the country, so we should cherish RMB. In addition, as far as teaching methods are concerned, teachers can adopt group cooperation and inquiry learning. Through group cooperation and inquiry learning, students understand a truth: when we study together, we should be responsible for others' learning and our own learning, and realize that personal goals and group goals are interdependent. Only when other members of the group succeed can we succeed.
Fourth, strict requirements and intensive training.
The scientific and rigorous nature of mathematics requires students to be meticulous in their studies and cultivate good habits in teaching and training. For primary school students, cultivating good habits is mainly achieved through repeated training. Through strict training, students can form a serious and responsible attitude towards any work, the spirit of independent thinking, the courage to overcome difficulties, the courage to face up to mistakes and correct them. There should be strict requirements for the cultivation of students' study habits and good moral character, correct and active guidance, starting from bit by bit, not only paying attention to step by step, but also throughout. For example, in the training of computing ability, I first ask students to carefully examine the questions and think while examining the questions: "Is there any phenomenon of copying the wrong questions or copying them off?" What's 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 errors, prevent delays, and form a good habit of studying hard. At the same time, students are required to write clearly and standardize numbers, operation symbols and decimal points. In the title. After finishing homework, we should form the habit of self-examination, correct learning attitude, and cultivate students' independent thinking ability and spirit of overcoming difficulties.
Five, contact the actual life, collect relevant information.
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, carefully selecting moral education information and infiltrating ideological and moral education in time. For example, when teaching the understanding of "time and minutes", we can introduce the topic as follows: Demonstrate the successful launch of the world-famous China "Shenzhou VII, manned spacecraft" and let students tell when "Shenzhou VII" was launched. Finally, the screen of "Shenzhou VII" successfully returning to the ground is displayed. Ask the students to tell the time when Shenzhou VII will return. By contacting the information that students are interested in, leading to the topic, students can not only know some external information in time, but also educate students in patriotism and stimulate their interest in loving and using science. Another example is that when teaching statistical knowledge, they are good at connecting with real life, such as investigating the number of televisions, refrigerators and motorcycles owned by families before and after the reform and opening up; Or collect gold, silver and bronze medals won in previous Olympic Games for teaching. In this way, combining with real life and selecting novel information closely related to mathematics in real life, moral education can not only make students feel the fruits of reform and opening up, hear the voice of rapid economic development, but also stimulate their patriotic enthusiasm.
In a word, in primary school mathematics teaching, basic knowledge and practical application provide extremely rich materials for moral education, and students can be educated in patriotism through mathematics teaching. Infiltrating moral education in primary school mathematics teaching can not only improve students' ideological understanding, but also stimulate students' enthusiasm for learning mathematics. Moral education for students is the most important thing in implementing quality education. It is our duty to integrate moral education into the teaching of various disciplines.
Wu Baojian
In 2007
How to Infiltrate Moral Education in Mathematics Teaching
Moral education for students requires teachers to infiltrate students for a long time and let them show it. The content of moral education is also very extensive compared with other disciplines. Most teachers either lack due patience or feel that they can't start, so they come to a conclusion: with the growth of students' age, knowledge and experience, students are expected to carry out moral education on their own. In fact, the content of moral education infiltration for students is various.
First, correct students' learning attitude.
Students will encounter many difficulties in the learning process, which is a good opportunity to cultivate students' hard-working attitude and good study habits. Especially in math class, students have many difficulties in learning. It is more conditional to cultivate students' habits, and it is more necessary to constantly cultivate students' hard-working attitude, otherwise it is difficult for students to learn mathematics well.
Second, cultivate students' good habits.
For example, correcting students' bad habits such as "carelessness, procrastination, sitting posture and writing posture" is definitely good for future work.
Third, cultivate students' strong will.
Math class is a good place to cultivate will. Students lack good will, and it is easy to master a little mathematics knowledge, but they will not learn it thoroughly.
Fourth, cultivate students' good character.
People's personalities are various, some are cheerful, some are taciturn, some are witty but timid, and so on, which requires us to induce them in time in classroom teaching to make them develop in a good direction. Sometimes even a word from a teacher can change a student's character. There is a record in the book "Teachers' Professional Ethics": A teacher quietly said to an introverted student,' I really hope you are my daughter', and since then the child has become lively, cheerful and enterprising.
Fifth, cultivate children's self-confidence.
Self-confidence is the key to a person's career success and the premise for students to learn knowledge well, especially the underachievers. In mathematics classroom teaching, fully educate and guide children to constantly solve difficult problems, let them experience the happiness, and better cultivate students' self-confidence. In addition, in classroom teaching, we should also infiltrate the spirit of collectivism, good feelings, self-esteem, scientific outlook on life, world outlook and other moral education contents.
So how can moral education penetrate into mathematics teaching?
First of all, set an example.
The so-called "oral communication", I think, is to tell students in words and influence them in words. Some people think that infiltrating moral education in math class is the worst way. In fact, your most common and emotional sentence, such as "this problem is very difficult, but I believe you can certainly finish it through hard work!" " Students have a strong enthusiasm and will stick to it in order to please the teacher. In the long run, students will form the spirit of studying hard and become strong. The so-called "role model", my understanding is to influence students through the teacher's behavior. Mr. Guan Hongyu once said that the whole process of classroom teaching is permeated with the personality of teachers. Every link in the classroom, such as organizing teaching, analyzing and explaining, asking questions and discussing, taking notes on the blackboard, etc. , will involve the teacher's personality, there are many factors, such as the teacher's teaching methods, classroom management, teacher-student relationship and so on. All of them are permeated with teachers' own morality. Teachers' attitude towards students and their studies in the teaching process will also affect students. Teachers' strict requirements and careful guidance will have an impact on students' learning objectives, learning attitudes and learning methods, and will also affect students' personality, psychological quality and ideological and moral status. This requires teachers to improve their own quality first.
Second, dig deep into teaching materials.
Infiltrating moral education content in mathematics class should be based on the specific content of each class and the corresponding moral education ideas. For example, in the chapter "Rectangle and Square" in the third grade of primary school, there is such a topic: under the condition that the perimeter of a rectangle is unchanged, studying the changing law of its length and width can guide students to explore by pressing lines and infiltrate students with true knowledge.
Thirdly, we can also infiltrate students' moral education by means of competition in mathematics teaching.
For example, students do exercises, some students do them quickly and have enough time to play, and some students do them slowly, unhurried and unhurried. If the teacher says at this moment, "Look at which group of students are doing fast and well, take a small red flag;" Which team will get a small white flag. "At this time, you should look at the performance of the students: the fast students keep urging the slow students, and the slow students are sweating with anxiety. Let them realize a person's honor and disgrace, which concerns everyone, and realize that they live in a group, thus strengthening students' collective consciousness.
There are many ways to infiltrate moral education in mathematics teaching. I think no matter what method is adopted, as long as we can always think about infiltrating students and influencing them, we will be successful.
Wu Baojian
2008
Moral Education Infiltration in Mathematics Teaching
The new curriculum standards put moral education in a very important position. So how can we better infiltrate moral education in mathematics education and teaching? I think there are several ways.
Primary school mathematics is an important subject in basic education. "Elementary School Mathematics Outline" points out: "Students can develop their intelligence, improve their ability and receive ideological and moral education while mastering basic knowledge." This shows that primary school mathematics teaching is not only to impart knowledge, cultivate ability and develop intelligence, but also to embody the nature of socialist education and carry out ideological and moral education for students in combination with the characteristics of the subject. Infiltrate moral education into the teaching process and let it be implemented. So how can we better infiltrate moral education in mathematics education and teaching? I think there are several ways.
First, give full play to teachers' personality charm in teaching. The influence of teachers' own image and spirit on students is enormous and direct.
Second, make full use of teaching materials and tap moral education materials. In primary school mathematics textbooks, most ideological education content does not occupy an obvious position, which requires teachers to study the textbooks carefully, fully tap the potential moral education factors in the textbooks, and integrate moral education into the analysis of knowledge. When teaching the year, month and day, students can talk about what are the main festivals in a year and when? For example, National Day, Children's Day, Tomb-Sweeping Day, Mid-Autumn Festival, Arbor Day, Teacher's Day and so on. When judging the normal year and the operation year, students can consciously judge some meaningful years, such as 1949, 1997, 200 1, 2008, etc. While learning mathematics, they can learn about what is happening in some countries. When teaching pi, we can introduce that pi is calculated by Zu Chongzhi, a great mathematician and astronomer in China. He is the first person in the world to calculate the value of pi to six decimal places. It also tells the touching story of Zu Chongzhi's pursuit of mathematics, which can not only enhance students' national pride, self-esteem and self-confidence, but also transform them into the sense of responsibility and consciousness of studying hard for the construction of the motherland. On the other hand, it can also cultivate students' dedication to fearlessness, hard work and hard study. It can be said that it is multifaceted. For another example, the practical activities such as renting a car and dining in Mathematics in Tourism should not only improve students' calculation ability of multiplication and decimal addition and subtraction, but also improve students' ability to solve problems, and also cultivate students' good habits of unity and mutual assistance, rational control, not spending money indiscriminately and nutritious dining. There are many examples in mathematics. Teachers can find the material of moral education as long as they fully excavate the teaching materials.
Third, moral education in the teaching process. For example, when teaching yuan, jiao, fen and decimal, I asked such a question, "What should I do with some small money at home?" It's like a few cents. "Some students said," Put it in the piggy bank, and then take it out when the piggy bank is full to support children in mountainous areas to buy new schoolbags. "I praised the child's kindness in time. But one student said, "once, I saw a fashionable brother crumple up the change and throw it away." "Is this right? What should I do? "I take this opportunity to ask and promptly guide students to realize that as citizens of China, we should cherish the RMB. For another example, after teaching symmetry, translation and rotation, I assigned an assignment: "Please design an interesting and exquisite pattern from a simple pattern you like by symmetry, translation or rotation, and imagine where this pattern works best?" This is a wonderful idea. Some people say that "my pattern can be used to make kites" and some people say that "my pattern can be used to make sweaters". "Mine can be made into the pattern of floor tiles" and "Mine can be made into the pattern of sheets" ................................................................................................................................................... I think this not only cultivates students' aesthetic feeling and spatial imagination, but also embodies the close connection between mathematics and life, and also cultivates students' creative thinking, which can be said to kill two birds with one stone. As far as teaching methods are concerned, group cooperative learning can be adopted to make students' learning activities a vivid, positive and personalized process, and at the same time cultivate the spirit of cooperation and mutual assistance among students. This learning method shares an idea: when students study together, they should be responsible for their own learning and others' learning, and students should learn on the premise of benefiting themselves and others. In this situation, students will realize that there is an interdependent relationship between individual goals and group goals, and only when other members of the group succeed can they succeed.
Fourthly, moral education is carried out in the form of mathematical activities. Moral education should not be confined to the classroom, but should be organically combined with extracurricular learning. We can carry out some math activity classes and math theme activities appropriately. For example, after learning simple data sorting, we can ask students to investigate the number of garbage bags used by their families every day after returning home, and then calculate the number of garbage bags used in a class, a week, a month and a year. Finally, combined with the impact of garbage bags on the environment, students can not only master relevant mathematics knowledge, but also educate them on environmental protection. For another example, after we learn to distinguish the direction, we can let students take the playground as the center, their home as the center, or a magnificent building in their hometown as the center. Interested students can also talk about their own southeast and northwest with China as the center. This is not only used after class, but also permeated with the education of loving the motherland and hometown. In addition, we should carry out various activities according to students' hobbies, such as knowledge contests and telling mathematicians' short stories. I believe this will play multiple roles.
We should also pay attention to strategies in infiltrating moral education in mathematics teaching. We must not pretend to be the master, improve the consciousness of infiltration, grasp the feasibility of infiltration, and pay attention to the repeatability of infiltration. I believe that as long as students' ideological reality and knowledge acceptance are combined in teaching, the dual educational goals of moral education and intellectual education can be achieved.