How to effectively infiltrate moral education in primary school mathematics classrooms

Abstract] Combined with the current development of primary school mathematics, starting from the application status of moral education in primary school mathematics teaching, and referring to its own teaching experience, this paper puts forward the application strategy of moral education in primary school mathematics teaching, hoping to help the future reform and development of primary school mathematics teaching.

CLC Number] [Document Identification Code] A

Article Number: 2095-3089(2018)32-0075-01

Combined with the requirements of the new curriculum standards, it is an inevitable trend to infiltrate moral education into primary school mathematics teaching, so as to better realize moral and aesthetic education, contribute to the healthy development of students' physical and psychological health, comprehensively improve students' internal and external quality, and facilitate the all-round development of students' morality, intelligence, physical fitness, aesthetics, and labor, and meet the relevant requirements of the new curriculum reform [1].

1. The application status of moral education in primary school mathematics teaching.

1.The mode of teaching is relatively simple.

Under the influence of the traditional teaching mode, the flexibility of junior high school physical education teaching is affected to a certain extent, most of the classroom teaching is greatly affected by time and space, and the pertinence of related teaching practices is not strong, which is difficult to stimulate students' interest in learning, resulting in students' enthusiasm for learning being affected to a certain extent, and it is difficult to effectively carry out the penetration of moral education in primary school mathematics teaching.

2.Student participation is low.

Students have always been the main body of mathematics teaching in primary schools, and various effective measures should be taken to encourage students to actively participate in mathematics classroom teaching activities and actively build enthusiastic classrooms.

One. He is good at excavating the inner beauty in mathematics courses, and cultivating students' beautiful hearts and noble sentiments.

In primary school mathematics textbooks, there are many contents that can be used as carriers to infiltrate ideological and moral education. For example, the relationship between spatial form and quantity provides mathematics with extremely rich content, making it full of beautiful emotions, beautiful feelings, beautiful expressions, and beautiful creations. Such as symmetrical beauty, unified beauty, concise beauty, singular beauty, curvaceous beauty, etc.

After teaching the knowledge of ratio and proportion, I introduced the famous "** segmentation" knowledge to the students, thus revealing an aesthetic relationship between the proportions of line segments, and then asking students to find things constructed according to ** division in daily life. For example, famous Chinese and foreign buildings, curtains, and belts of girls' skirts make students enjoy beauty from them. I also often let students use a philosophical perspective to discover and perceive some wisdom in life from mathematical knowledge and real life, and cultivate students' positive attitude towards life.

A great man once used this analogy: "A person's actual value is like a numerator, and he has a good evaluation of himself as a denominator, and the higher the denominator, the smaller the fractional value." "It is the ultimate goal of our mathematics teaching to let students expound such profound principles of life from such simple mathematical knowledge and complex society.

In my opinion, only by being good at excavating teaching materials, infiltrating ideological and moral education in a timely manner, and allowing students to learn mathematics happily and appreciate the beauty of mathematics in a beautiful situation, can we understand the true meaning of life and cultivate students' noble sentiments.

2. Combined with the application of mathematical knowledge, promote the cultivation of students' good moral character.

In the teaching of mathematics in primary schools, especially in the teaching of mathematics in the upper grades of primary schools, teachers should closely combine the teaching of practical problems, and help students gradually master the basic methods of solving practical problems by "analyzing the structure of problems, processing data, grasping the main contradictions, carrying out abstract reasoning, establishing quantitative relations, rationally reasoning and solving, and testing and correcting results", so as to cultivate students' adaptability in the face of rapid changes and fierce competition in the future. By combining the correctness of mathematical calculations, the simplicity of solutions, and the harmony of graphic structures, students can cultivate tenacious learning perseverance, a scientific attitude of seeking truth from facts, and a healthy and upward aesthetic taste. At the same time, it is necessary to combine the application of mathematical knowledge to solve mathematical problems such as saving raw materials, saving time, reducing costs, and improving efficiency in production and life, so as to help students develop the habit of being industrious, simple, diligent and thrifty, fast and efficient, so as to lay a good foundation for them to become builders of socialist modernization with a high sense of responsibility and excellent moral character in the future.

Most of the knowledge designed in the example questions can be related to moral education, such as public morality, environmental protection, etc.