First, the finishing touch, organic penetration. Infiltrating legal education with simple and real situation design can stimulate students' interest in learning legal education knowledge, thus starting students' experience of new knowledge of legal education knowledge and making necessary preparations for further exploration and study of legal education.
When infiltrating legal education into primary school mathematics classroom, teachers' situation design should be dissolved in our teaching situation, and the relationship between primary school students' existing knowledge and newly-granted legal education knowledge should be considered to guide students' cognitive conflicts and stimulate students' desire to know more about legal education knowledge.
For example, in the teaching of example 3 of addition and subtraction within 100 of the first volume of senior two, can Class Two (1) and Class Two (3) share a car? Why? In the problem situation design, a series of infiltration teaching activities are introduced simply and truly. Do you know what will happen if the bus is overloaded? After the students communicate, I will show information about traffic accidents. Infiltration in the summary link: passenger car overload is a very dangerous behavior, which will lead to traffic accidents. For the safety of the people, China has enacted the Traffic Safety Law of the People's Republic of China. Article 49 of this law stipulates that motor vehicles shall not carry more passengers than the approved number, and passenger vehicles shall not carry goods in violation of regulations. This simple and real example makes students know the seriousness of bus overload.
Second, the infiltration of legal education in primary school mathematics classroom should follow the principles of simplicity, appropriateness and generation.
As long as we are good at creating appropriate reflection situations and providing students with opportunities for aftertaste and promotion, we can not only effectively promote the study of legal knowledge and improve learning efficiency, but also help to cultivate students' legal wisdom.
For example, there is a question on page 42 of Unit 3 "Counting" in the second volume of Senior One: There are 38 people in our class going for a spring outing, and there are three cars to choose from, which are 50 seats, 30 seats and 40 seats respectively. Which bus is more suitable? After discussion and exchange. Students have different answers, some think that 30 seats should be chosen, and some think that 40 seats should be chosen. I ask students with different views to explain their reasons separately. "40 people think that 38 people are not enough for 30 seats, and it is too wasteful to choose 50 seats. It is more appropriate to have only two more seats for 40 seats. The students with 30 seats said: Under normal circumstances, there will be mutual crowding in the car. Just choose the remaining 8 people in the 30 seats to squeeze a few seats, which will save some fares. " I didn't announce the correct answer in time. Instead, a message was listed: "20 1 1, 1, 65438+6, a traffic accident occurred in Yulinzi Town, Zhengning County, Qingyang City, Gansu Province. The school bus of the kindergarten in this town was hit, resulting in 2 1 deaths, including children 19 and 43 others. According to eyewitnesses, the school bus is a small van that can only carry 9 people, and actually carries 64 people. " Take this situation in time to show that bus overload will cause very serious traffic accidents. Introduce the relevant contents of Article 49 of the Road Traffic Safety Law of the People's Republic of China to students. Infiltrating law education through simple and appropriate situations not only makes exercise teaching boring, but also makes the whole teaching process interesting and promotes the generative learning of new knowledge.
Third, creating a simple, true and natural teaching situation to infiltrate legal education should be targeted and effective.
Infiltrating the situation of legal education can start from students' real life and let students experience the connection between legal knowledge and life.
For example, when I was teaching the addition and subtraction of two digits in the first grade, I told my students that in March and April every year, people in Tomb-Sweeping Day, a county burned incense paper to pay homage to the deceased, which caused a fire, which burned a large area of forests and destroyed our homes, bringing great losses to the interests of the country and the people. Then show the scene map of afforestation and environmental protection, so that students can understand that the children in the picture are planting trees to protect the environment, and let the children realize that a beautiful environment depends on everyone's protection and creation, and everyone should protect the surrounding environment. Take this opportunity to introduce the Environmental Protection Law of People's Republic of China (PRC) to students. Plant the seeds of environmental protection and law-abiding in the young minds of students. This infiltration of law teaching has laid a foundation for its students to form good moral quality and behavior. It belongs to the brief situation of infiltrating legal education, but it is an effective goal to make students quickly enter the state of understanding China's environmental protection law.
In short, to create a situation of infiltrating legal education and teaching in primary school mathematics classroom, we should consider the truth of reality, the truth of children and the truth of legal knowledge. Pupils' learning is full of emotion, and they are kind and interested in familiar life situations. We will extract situations from the life they are familiar with and hear, so that students can feel that the legal knowledge they learn in class today comes from life and stimulate their interest in learning legal knowledge. Primary school mathematics classroom permeates the teaching situation of legal education. The real situation is the most valuable, simple and more effective, and natural is what students want to know.