? Keywords: primary school; Mathematics teaching; Moral education; Opportunity of Moral Education Infiltration
? With the development in recent years, moral education is a key point in primary school mathematics teaching. At present, moral education is to educate students in ideological, political, moral, legal and psychological health, and it is an important part of school education in primary school mathematics teaching. Therefore, it also has an important influence on moral education exploration in primary school mathematics teaching.
? First, the theoretical basis of moral education infiltration in primary school mathematics teaching
? (A) the theory of moral infiltration
? At present, the process of moral education is to promote the unified development of students' knowledge, emotion, will and action. Knowledge, emotion, will and action refer to thought, emotion, will and behavior. Therefore, real moral education not only needs to teach students to understand ideas, but also needs to let them experience, understand and feel emotionally, so as to achieve the unity of will and behavior. Knowledge is the foundation, emotion and intention are the driving force, and action is the key and purpose.
? (B) moral education infiltration channels
? The content of mathematics contains rich educational factors, which is manifested in the unity of science, knowledge and ideology. Teaching and educating people has not only great intellectual value, but also great moral value. There are many channels for moral education to penetrate into mathematics teaching. As a primary school mathematics teacher, we should combine students' ideological reality and knowledge acceptance ability in primary school mathematics teaching, improve the consciousness of infiltration, grasp the feasibility of infiltration, pay attention to the repetitiveness of infiltration, and achieve the dual educational purposes of moral education and intellectual education by listening to others.
Second, the methods and ways of moral education infiltration in primary school mathematics teaching
(A) the method of moral education infiltration in primary school mathematics teaching
Everything should pay attention to ways and means, and so should moral education in primary school mathematics teaching. At present, educators are vigorously digging up teaching materials, and finding the knowledge points that can be infiltrated in teaching materials is one of the basic methods. Compared with other disciplines, mathematics is a highly related discipline. Nowadays, many primary school students report that the content of mathematics seems to be very boring, except for some monotonous symbols and intuitive numbers.
This requires teachers and educators to combine reality in teaching and accurately obtain relevant information for educational infiltration. Of course, mathematical knowledge contains rich social knowledge. It is necessary to combine this knowledge with the teaching process, so that students can properly infiltrate some patriotic education and social education, and enhance national self-esteem and self-confidence.
For example, in some case topics, the key words are pictures showing the successful launch of China Shenzhou-10, the athletes winning glory for the country again, the further development of China's space industry and the increasingly good development of China. This has not attracted more attention for primary school students, which requires educators and teachers to penetrate and guide.
(B) the ways of moral education infiltration in primary school mathematics teaching
1. Creating Moral Education Infiltration by Occasional Events
Those penetration points can be a sentence, a case, a chart, and this teaching link and teaching process can be continuously infiltrated in the teaching process.
Among them, combining the characteristics of the subject, infiltrating moral education and cultivating good habits include many aspects, such as cultivating students' habit of carefully examining questions and cultivating students' habit of careful calculation, etc., in which students can develop in many aspects.
Teachers should make the best use of the situation to deal with accidental events, and on the basis of giving students respect, care and trust, explore the "bright spots" in students, encourage them with the honor of "mistakes" and open their hearts. The essence of education process is that it is the natural development process of human nature, and the role of education and educators is to provide an adaptive environment and create necessary conditions for the development of human nature.
2. Use role-playing method to create moral education infiltration.
The formation of personal role is directly and closely related to education, cultural background, social system rules, interpersonal communication and other factors. If a person wants to integrate well into society and make contributions to society, he must have a correct understanding of the roles of himself and others. If you lack role awareness, don't know your role orientation, and don't understand other people's thoughts, feelings and values, you will be eliminated by society. Through the transformation of role-playing, he will complete self-education and have the consciousness of self-restraint and internal requirements.
3. Creating moral conflict situations and innovating moral education.
In addition to accidental events and role-playing methods, setting moral conflict situations is also an important link in creating moral education. Although slightly deliberate, it is an indispensable concept in moral education.
The so-called moral conflict refers to the contradiction between individual and collective in moral cognition, emotion or behavior. For example, when discussing and discussing problems in class, many students make different judgments and choices for some personal reasons, resulting in differences.
For primary school students, mathematics learning has just begun, and many students' thinking patterns have not yet formed, which is almost a state of teachers teaching and students learning. Therefore, teachers should set up moral conflict situations in their study, understand knowledge and some moral principles in their study, and grow up in adversity.
Here, teachers play an important role. We should actively study the ways and means of moral education creation and the application of relevant knowledge points in teaching to improve students' learning effect. At the same time, in the process of collaborative teaching by various means, teachers should be good at using these teaching methods and infiltrate moral education.
Conclusion:
To sum up, if this point is applied to the current teaching-setting moral conflict situations to create moral education, teachers should be careful not to give the final answer to the question under the moral conflict situations, and can create some circuitous ways to mobilize students' cognitive and practical abilities, understand moral principles from the social and family levels, and effectively implement the integration of knowledge and practice.
References:
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[4] Mari. Let the Flowers of Moral Education Bloom in Primary Mathematics [J], Curriculum Teaching Research (Primary Education Research), 20 17, (10).
[5] Ren Lizhi. Mathematics and Moral Education in Primary Schools [J], Hope Monthly (first half), 20 17, (07).