First, primary school mathematics is closely related to environmental protection.
1, today's environmental protection has become the focus of more and more attention. Every educator should constantly update the concept of education and enhance the sense of responsibility and mission of environmental education. As a math teacher, in primary school math teaching, we should combine the characteristics of the subject, infiltrate necessary and feasible environmental education into students while completing the task of cultivating basic knowledge and ability of the subject, which plays an important role in helping students master environmental knowledge, cultivate correct environmental attitude, establish environmental protection concepts and develop environmental protection skills from an early age.
2. Primary school mathematics is a subject based on describing quantitative relations, and it is also an important subject to publicize environmental protection knowledge and infiltrate environmental education. "Mathematics originates from life and is rooted in life". In the' modern society' where more and more attention is paid to environmental protection education, teachers should not only teach environmental protection topics in mathematics textbooks, but also combine the characteristics of mathematics, start from students' life experience and existing knowledge points, and try to dig out environmental protection problems in life, combine them with classroom teaching, mathematize life experience, mathematize environmental protection knowledge, make mathematics problems live, stimulate students' interest in learning mathematics, and let students deeply realize that there are environmental protection knowledge everywhere in life, and mathematics is inseparable from life.
Second, primary school math teachers should have a strong sense of environmental protection.
Some primary school math teachers mistakenly believe that our math teachers are only responsible for imparting and explaining math knowledge to students, and it is the task of professional teachers to educate students on environmental protection, which has little to do with our math teachers. This kind of understanding is very harmful. Everyone is responsible for environmental protection, and people's teachers who teach and educate people should have strong awareness and ability of environmental protection. Only when primary school mathematics teachers have good environmental awareness and ability can they effectively guide students to carry out environmental protection on the one hand, and set an example for students on the other hand, better educate students to have good environmental awareness and actively carry out environmental protection practice. Therefore, math teachers should pay more attention to environmental protection, learn more environmental protection knowledge and accumulate more environmental protection practice and ability. Only in this way can we carry out effective environmental education for students in mathematics teaching.
Third, dig deep into the environmental factors in mathematics textbooks to educate students.
The new curriculum advocates students' active participation, willingness to learn and diligent study. Teachers should be good at guiding students to discover environmental problems hidden in mathematics knowledge, and combine mathematics with environmental education to guide students to think and learn. For example, the first unit of the first volume of primary school mathematics is "beautiful campus". We can let students look at this picture and tell them what's on it. The student said that there are eight trash cans on campus, so he asked, "Why should the school put eight trash cans?" Through discussion, they know that it is mainly for the convenience of garbage sorting. Then tell the students the benefits of garbage sorting and recycling, and let them put forward some reasonable suggestions: put the trash can with cans on the edge of the playground, put the waste paper bucket in front of the teaching building and so on. This not only purifies the campus environment, but also benefits the reuse of energy. Another example: In the teaching of Unit 3, there is a picture of a "wild zoo", so students can tell which wild animals are in China and which animals have the same number in the picture. At this time, our teacher should guide the students purposefully: "Many wild animals in our country are dying out. How can we protect them? " Let the students talk about their own ideas. Through discussion, make students realize that animals are our friends and we should protect them. When we visit the zoo, don't throw food at will, don't throw rubbish at animals, etc. Caring for animals is like caring for ourselves. In this way, it is a good method to consciously explore the environmental factors in teaching materials, find out the hidden environmental problems in mathematics problems, and combine mathematics with environmental education to educate students on environmental awareness. Fourth, let students actively participate in the practical activities of mathematics life.
From birth to adulthood, children go through a process of physical and psychological development. In this process, each age stage shows some typical characteristics different from other age stages, and teachers should infiltrate different environmental education contents into students according to their different age characteristics. Because the activities are interesting and students are enthusiastic about participating, it is especially suitable for primary school. Therefore, teachers can give students personal experience through practical activities, which is more educational. For example, in the senior grade of primary school, when students learn the knowledge of statistical charts in mathematics teaching, they can conduct experiments and investigations after class, check and collect information related to environmental protection, make statistical charts, and communicate and discuss in class, thus fully stimulating students' enthusiasm for environmental protection. For example, organize students to investigate the white pollution caused by discarded garbage bags: there are 180 sixth graders in our school, of whom 7 1. 1% often buy breakfast in the morning, 13 throw breakfast bags (about 10%), and only 80% throw them into garbage bins. Students are also organized to do experiments, and it is concluded that a dripping faucet will drain 12 kg every day and more than 4,000 kg a year. In today's increasingly tense fresh water resources, let students realize the importance of "saving water" and "cherishing every drop of water". These phenomena and powerful data surprised the students to find that there are many phenomena that cause pollution and waste of resources in our lives, thus stimulating their enthusiasm for environmental protection, having a strong sense of responsibility for environmental protection and forming good environmental habits. In the long run, by integrating theory with practice, students can improve their environmental awareness in mathematics practice and cultivate their ability to solve environmental problems in real life by using the mathematical knowledge they have learned. Not only let students know that mathematics is closely related to life, but also through the presentation and processing of data, they can more keenly reflect environmental problems and let students realize the urgency of solving environmental problems.