How to implement emotions, attitudes, values in the math classroom

Content from the user: Immortal Directions.

How to lead students to correct values in the math classroom.

In a boring math classroom, then the emotional attitude also requires the teacher to pay attention to it, but this does not mean that the teacher can "teach" the emotions, attitudes and values to the students through the method of explaining the main points of knowledge. Everyone's emotions, attitudes and value choices are gradually learned through imitation, experimentation and practical experience in the process of personal growth. Learning to choose through choice, developing oneself through participation, and understanding social life through experience are the only way for the development of each academic subject.

Therefore, the most important thing in the educational activities of the sense of progress, attitude and values is that the educator uses his own healthy emotions, life attitudes and value choices to influence the learning subject, which is the authenticity and feasibility of the educator's words and deeds through the demonstration activities of the educator, and actively creates opportunities that are conducive to the learning subject's attempt to choose, participate and experience, so that they can form personalized emotions, attitudes and value cognition in the practical actions of this attempt, and form personal emotions, attitudes and values, in my actual teachingI believe that cultivating students' emotions, attitudes and values in the classroom can be achieved through the following four processes:

1. Cultivate in the process of teaching mathematical ideas and methods.

To cultivate students' emotional attitudes and values, we should pay attention to the cultivation of mathematical ideas and methods in the teaching process. Most of the geometry content in the textbook is through the process of students' hands-on operation, exploration, discovery, conjecture and proof, so that students can experience the joy of learning mathematics and improve their interest in learning mathematics. Teachers should gradually cultivate students' logical reasoning ability through the teaching of reasoning proof, and at the same time, they should also pay attention to cultivating students' non-logical thinking and reasonable reasoning ability, so that students can experience the dialectical relationship of mathematics.

Therefore, it is necessary to teach students the basic methods of analyzing problems, so that they can be used to cultivate students' positive skills.

As we all know, the three-dimensional objectives of the mathematics curriculum are (1) knowledge and skills; (2) process and method (also known as mathematical thinking and problem solving); (3) Emotions and attitudes, values (also known as moral infiltration). In teaching, teachers are still full of confidence in the determination and completion of the first two goals, but most teachers always feel that they have no way to start with the opportunity to infiltrate moral education in teaching, which is also an important issue in teaching reform. With the deepening of education reform, the strengthening of moral education in mathematics teaching has been widely emphasized.

As a junior high school mathematics teacher, the most important thing is to grasp the following "three degrees" in how to educate students' feelings, attitudes, and values in classroom teaching.

1. Moderation: that is, just right.

Moral education infiltration is to consciously diffuse, influence, transfer, and transmit thoughts, opinions, spirits, and sentiments to the educated so that they can evolve and receive them unconsciously. Moral infiltration, in principle, should be all the time. But in the mathematics classroom, we should strive for "refinement", that is, excellence.

Don't use too much time, that kind of tireless, tiresome preaching will make math class nondescript.

2. Strength: that is, effective implementation.

Teachers should give full play to the contagiousness of emotion, be eclectic and adapt to the conditions of the lesson, arouse the emotional resonance of teachers and students, and generate the power to summon students' hearts.

3. Accuracy: that is, targeted.

Teachers should choose the right place for education in mathematics classes, and avoid empty political preaching. It is necessary to carry out ideological education on the status and role of mathematics in the construction of the motherland; Mathematical historical materials are good materials for improving national self-confidence; In addition, mathematics itself is full of materialist dialectics, and the core ideas of materialist dialectics are embodied in the occurrence and development of mathematics: movement, development, and change.

If our mathematics teachers accurately grasp the "three degrees" of moral education in classroom teaching, then you will not have the phenomenon of turning mathematics lessons into thinking lessons, and at the same time, you will be able to complete the three-dimensional goals required by mathematics courses smoothly, fluently and beautifully.