Keywords: primary school mathematics; Infiltration; moral education
I. Introduction
The "Primary School Mathematics Teaching Syllabus" clearly points out that it is necessary not only to impart mathematics knowledge to students, but also to educate students in ideology and morality. Moral education can not only help students learn mathematics knowledge better, but also promote their all-round growth. In order to give full play to the positive role of moral education, it is necessary to actively create a good classroom atmosphere for mathematics teaching, establish a smooth, democratic and harmonious relationship between teachers and students, and on this basis, combine mathematical knowledge with application value to infiltrate moral education and effectively infiltrate moral education in primary school mathematics teaching.
Second, the infiltration of moral education in primary school mathematics teaching measures
(A) Primary school mathematics teachers should establish the concept of moral education. Primary school students have strong imitation consciousness and ability because of their young age and little experience. Teachers are the group that students have the most contact with in the whole learning stage, and they can't help imitating their words and deeds during the learning process. Therefore, to cultivate students' excellent ideological and moral character, we must first improve the ideological and moral quality of primary school mathematics teachers and conduct moral education for students by setting an example. The cultivation of students' own spiritual morality is directly influenced by teachers. In order to establish a good view of moral education in the process of students' growth, students need to have good moral and cultural literacy and professional literacy, and present them to students in the whole teaching process, and guide students to imitate and learn the excellent moral character of teachers, so as to achieve the purpose of infiltrating moral education. Schools should actively take various measures to improve the cultural and moral literacy of primary school mathematics teachers, educate teachers on traditional culture, strengthen the construction of teachers and improve the level of talents. Schools can actively organize all teachers to share and exchange moral education experience on campus, or organize inter-school moral education exchange activities, encourage teaching teachers to actively learn from other teachers' excellent ideological and moral qualities, learn excellent moral education experience, improve their own moral quality and professional quality, and fully integrate moral education into primary school mathematics teaching [1]. In practical education, teachers should establish the concept of moral education, pay attention to dressing neatly, speak Mandarin at all times, care more about students, not be too harsh on students who make mistakes, educate seriously, establish a good relationship between teachers and students, urge students to recognize and be close to teachers, learn from teachers' correct words and deeds, and develop their own good morality and habits. (2) Infiltrate moral education into the teaching content. The effective infiltration of moral education in primary school mathematics teaching requires teachers to actively grasp the mathematics textbooks, dig deep into the moral education ideas involved in the teaching content, and on this basis, integrate knowledge points and moral education ideas into the teaching process to carry out comprehensive moral and cultural education for students. Infiltrating moral education in primary school mathematics teaching should not be centered on moral education, but should grasp the main points of moral education in teaching activities and infiltrate moral education into students in a timely manner. In order to do this, it is necessary for primary school mathematics teachers to thoroughly understand the contents of the teaching materials before teaching, make good preparations before class, explore the inner moral education thoughts in combination with the teaching contents, and at the same time be prepared to let the "seedlings" of moral education "blossom and bear fruit" in the mathematics classroom —— On how to infiltrate some related moral education textbooks in Qiuhua Wang (No.274,600 Hongchuan Town Central Primary School, Juancheng County, Shandong Province), it is necessary to be clear in the process of infiltrating moral education in primary school mathematics teaching. For example, in the process of preparing lessons, historical materials about this mathematical knowledge will appear in some chapters. For example, if you study decimals, you will mention that China was the first country to put forward the concept of decimals. Teachers can dig deep into the stories behind these historical materials, arouse students' thinking, educate students on China's excellent history and culture, let students feel the wisdom and Excellence of China's traditional culture, and thus enhance students' patriotism and sense of national honor. (3) Infiltrating moral education with life materials. Primary school students have little life experience, and some abstract mathematical knowledge is difficult to understand. It may not be good to infiltrate moral education into abstract knowledge. Therefore, in order to effectively infiltrate moral education in primary school mathematics teaching, and guide students not only to learn and use mathematical knowledge, but also to establish excellent ideological and moral character associated with mathematical knowledge, it is necessary to combine the thinking characteristics of primary school students, fully contact the life materials of mathematics teaching, and infiltrate moral education with life cases [2]. For example, in the class of learning location, you can create an amusement park scene with the help of multimedia, find five students to play the people waiting in line at the amusement park, ask the students to point out the people in front of and behind each student, and calculate how many people are separated from anyone when waiting in line. Then set the conditions: the last student crowded behind the second student because he wanted to play early. At this time, the team changed. Recalculate how many people this student separated from other students. In the creation of this situation, students can not only participate in knowledge learning activities more actively, but also understand the relationship between positions more deeply. Teachers can also give moral education to students in time to abide by the queuing rules under such circumstances. (4) Infiltrate moral education into homework. Moral education should not only permeate the classroom teaching of primary school mathematics, but also extend to after-school education. Therefore, when designing primary school math homework, we should also combine teaching objectives and moral education content, and integrate moral education activities into homework under comprehensive consideration, so as to encourage students to develop good values and receive emotional education in the process of consolidating learning content. For example, after learning materials are collected, students can collect and sort out the hobbies, interests, activities, habits and other information of family members in after-school homework, and do their own topics. In the process of completing this homework, students can not only consolidate their knowledge and improve their ability to use knowledge, but also enhance their emotional communication with their families, understand and care more about their families and establish good values.
Three. Concluding remarks
Infiltrating moral education into students' mathematics teaching and letting the "seedlings" of moral education "blossom and bear fruit" in mathematics classroom can not only create a civilized and harmonious learning atmosphere for students, but also help students learn mathematics well, form good ideological morality and values, and promote all-round growth. In order to effectively infiltrate moral education into primary school mathematics teaching, teachers need to strive to improve their moral quality, fully combine teaching content and life materials, and carry out dynamic moral education for students in and after class.
References:
[1] Wang Sifeng. Practice and Reflection on Moral Education in Mathematics Teaching in Primary Schools [J]. Research on Basic Education, 20 16 (8): 46-46.
[2] Qin Jianguo. On Moral Education Infiltration in Primary Mathematics Teaching [J]. Scientific Consultation, 2016 (12):122-122.