With the deepening of education reform, quality education in primary schools has been paid more and more attention. It is the task of current education to insist on people-oriented and moral education. Mathematics is an important part of primary school learning, and it is also extremely important to infiltrate moral education into its teaching. This paper makes some explorations on how to cultivate moral cultivation in primary school mathematics teaching.
Keywords: primary school mathematics; Lead by example; Cultivate virtue through education
I. Introduction
Education is not only the spread of knowledge, but also the spread of ideological and moral education. School is the initial stage of primary school students' education, which has a far-reaching impact on the formation of students' habits and the establishment of world outlook and values. How to carry out ideological education for students on the basis of completing the teaching objectives is a problem that we should constantly explore. However, it can not be ignored to insert moral education into the teaching of rational thinking such as mathematics in primary schools. We must find a suitable way to achieve this goal in combination with reality.
Second, teachers set an example.
Teachers are not only knowledge disseminators who preach, teach and dispel doubts, but also practitioners of mathematical moral education. Teachers' demeanor is also an important part of mathematics teaching, which will exert a subtle influence on students. In the teaching process, math teachers should maintain a serious and rigorous work attitude and positive work enthusiasm, which not only sets an example for students to learn math, but also can guide students to correct their work attitude. At the same time, proper dress, encouragement in words and standardization in words can bring students a beautiful feeling invisibly, so that students can also appreciate the study of mathematical beauty and improve their comprehensive quality. Teachers' words and deeds are more vivid and acceptable than empty talk theory, which can establish the concept and understanding of moral education for students invisibly.
Pupils' attitudes towards others are usually learned from others, and they are more inclined to export their feelings to others. At this time, teachers' attitude towards them will have a great influence on students' words, deeds and thoughts. Teachers should set such an example both in class and after class. For example, when educating students to be polite, we can stimulate students' interest in learning and convey a friendly and polite attitude through relaxed and pleasant dialogue at the beginning of class, but we should also maintain this attitude after class, give timely responses and praises when students say hello to their teachers, and educate other students to actively learn this polite attitude. This simple interaction not only applies Lide Shu Ren's teaching thought to the classroom, which is conducive to the completion of teaching objectives, but also can infiltrate the habit of being polite into students' study and life, and help students develop good quality.
Third, tell the story behind mathematics.
The study of primary school mathematics skips the proof stage and directly touches the conclusion, which will inevitably reduce students' sense of participation in learning mathematics and is not conducive to students' understanding of the deep source and significance behind mathematics. In this way, the development history and connotation of mathematics will be gradually ignored and forgotten, and the ideas and truths will not be conveyed. In fact, mathematics learning should not be limited to theoretical knowledge. Learning from mathematicians' unremitting spirit of overcoming mathematical problems, rigorous attitude and changeable thinking in dealing with mathematical problems, and the spirit of unity and cooperation in solving problems are all educational ideas that Lide Shu Ren can export in primary school mathematics teaching. In the teaching process, teachers can tell students how the formulas in textbooks are derived, and the contributions and final achievements of mathematicians involved, and guide students to learn excellent qualities in the process, tell them the importance of rigorous and serious thinking and continuous exploration and truth-seeking, and help them establish correct learning attitudes and values. Moreover, such guidance will not be too rigid and empty, and it can also alleviate students' sense of tension and pressure in the learning process, help students to deeply understand mathematics knowledge, easily obtain students' voices and improve students' sense of participation.
Fourthly, mathematics teaching combined with life practice.
Mathematics learning serves life, and mathematics teaching divorced from real life is meaningless and empty. Primary school mathematics teachers need to convey moral education thoughts by combining life materials, which requires teachers to observe life with mathematical thinking and vision, discover mathematical problems and ideological and moral problems contained in life, accumulate materials continuously, ensure the diversity of teaching content and penetrate into the teaching process in time.
For example, when learning time units, teachers can let primary school students jump rope, count and clap their hands in one minute, let them feel the passage of time, realize the application of time in life and the importance of time, tell students to be punctual and cherish time, and cultivate students to develop a correct concept of time. When learning numbers, we can combine coins and banknotes with different denominations to help students distinguish different amounts in life and improve their life skills. At the same time, in this process, tell students to cherish the RMB and help them build up the psychology of respecting and caring for the RMB, so as to enhance their patriotic consciousness and improve their values. This kind of teaching close to life can integrate mathematics knowledge into life, which not only helps students to better understand mathematics knowledge, let students apply what they have learned and gain something in their study, but also increases the interest of the classroom, conforms to the learning and psychological characteristics of primary school students, improves students' learning enthusiasm and cultivates their practical ability, thus promoting students to form a virtuous circle of autonomous learning.
However, teachers and students should not only participate in the moral education of mathematics combined with life, but also parents should bear responsibilities and obligations. Primary school students' independence and self-management ability are not perfect, and teachers and parents are important leaders in their study and life. In school, teachers can guide, supervise and manage students' ideological learning, but outside the classroom, teachers cannot do everything. If students' knowledge and ideological education can't completely connect with life, then at a certain stage, the whole teaching link will be missing, the teaching effect may be greatly reduced, the expected goal can't be achieved, and it is not conducive to the smooth progress of teachers' teaching. Therefore, in primary school mathematics moral education, teachers should learn to combine teaching with parents, keep close contact inside and outside the classroom, give full play to the infiltration and management role of parents, and work together to achieve the best teaching effect.
Verb (abbreviation of verb) conclusion
In short, if students want to develop in an all-round way, they should not only have rich knowledge, but also establish a healthy personality. Carrying out quality education and infiltrating moral education thoughts in education should not only be carried out in primary school mathematics teaching, but also run through the whole education cause in China. In this process, teachers should combine the teaching content, formulate a reasonable teaching plan, and rationally allocate the teaching ratio of ideological education and theoretical education. While completing the teaching objectives, they should cultivate students to form good habits, establish correct concepts, improve students' mathematical literacy and comprehensive ability, and help students develop better.