The new curriculum standard has clear requirements for moral education: to make students have the spirit of patriotism and collectivism, love socialism, inherit the consciousness of socialist democracy and legal system, and abide by national laws and social ethics; Gradually form a correct world outlook and values; Have a sense of socialist responsibility, strive to serve the people, and make students become a new generation with ideals, morality, education and discipline. However, many teachers often only pay attention to the teaching of basic knowledge and skills in the classroom teaching, but ignore the patriotic education by using the characteristics of the subject. This will inevitably lead to the formation of a blank area of patriotism education in subject teaching.

In the teaching of primary and secondary schools, every teacher should undertake the task of patriotism education, and junior high school math teachers are no exception. Then, it is of great significance to study how to infiltrate patriotism education in mathematics teaching. Mathematics must combine the characteristics of the subject, educate students in patriotism and cultivate their patriotism.

Then, how to realize knowledge teaching in mathematics teaching and better infiltrate patriotism education?

1 Teachers set an example to teach students to be patriotic.

The education of mathematics teachers to students is not only to impart mathematics knowledge to students, but more importantly, to influence students' ideological quality through teachers' own language and manners, temperament and moral quality. Therefore, math teachers can scientifically organize and optimize the teaching process, adopt flexible and diverse teaching methods, and combine some things that students are interested in to impart patriotism to students in teaching activities.

"Learning to be excellent is an official, and respecting as a model". This requires every math teacher to have a heart of fraternity, selflessness and tolerance, and to influence, educate and influence students with dignified manners, civilized language and noble personality charm. Let students admire the "silent teacher" in their hearts and establish a correct world outlook, outlook on life and patriotism under the role of the teacher's example.

2. Make full use of teaching materials and tap patriotic materials in teaching materials.

That is, consciously explore the explicit or implicit patriotic education factors in mathematics; Determine the theme of patriotism education purposefully and pertinently. In junior high school mathematics textbooks, many materials and contents of patriotism education are not clearly displayed, which requires every math teacher to study the textbooks, broaden their horizons and explore the patriotic factors hidden in the textbooks. In the teaching process, while analyzing knowledge, patriotism education runs through it.

For example, when a math teacher talks about solving a right triangle with tangent function values, he can use the calendar invented by China in ancient times to determine the seasons, and use the "four-link method" to let students learn knowledge and stimulate national pride. For the knowledge with obvious patriotic factors such as history and geography, the "contact comparison method" is adopted to expand and enhance the effectiveness of patriotic education, from which we can realize the brilliant achievements of our country. For another example, when math teachers explain Pythagorean theorem, they can collect some relevant information at home and abroad to let students know that Shang Gao discovered this theorem in the Western Zhou Dynasty, nearly 500 years earlier than European and American countries. The purpose of doing this is to let students know the glory of ancient mathematics in our motherland. This is a good patriotism education. In such a history of mathematics education, mathematics teachers should consciously and purposefully infiltrate students; This not only mobilized students' enthusiasm for learning mathematics, but also cultivated their patriotic spirit and implemented patriotic education.

3. Guide students to infiltrate patriotism in mathematics practice in the teaching process.

The universality of mathematics application is one of the basic characteristics of mathematics. Strengthening the application connection between mathematics and practice and strengthening application practice can not only cultivate students' application consciousness and application ability, but also infiltrate patriotism education. For example, the author thinks that the car logo in the second question of the extracurricular exercise of Chapter 23 "Symmetrical Graphics" in the ninth grade mathematics electronic textbook published by People's Education Press should be replaced by the car logo of domestic cars, such as "One Car logo", "Zhongxing Car logo" and "Changan Car logo". After this arrangement, the author asked the students to go back to the Internet to find out the meaning of these icons, so that they could not only understand the connotation of the central symmetrical figure, but also understand the development history of China cars, enrich their knowledge and inspire their patriotic enthusiasm.

For another example, collectivism can be infiltrated into this knowledge point when teaching circles. A circle is made up of countless points, just like a harmonious and beautiful family. Every family member has his own position and role, and also abides by collective discipline, which can inspire students: you are like isolated points on a circle, and the class group is like a circle. The collective image and honor are inseparable from your efforts. If individuals don't abide by the collective discipline, they will be like a point that is not on the circle, drifting away from the collective and not getting the warmth of the collective. In this way, with vivid language, collectivism education naturally permeates students' hearts and cultivates their collectivism spirit of unity and cooperation.

In a word, it is an important subject to infiltrate patriotism education in mathematics teaching, and methods must be used flexibly in the practice of this subject. As long as mathematics teachers can combine students' ideological reality and knowledge ability and adopt organic infiltration through teaching materials, they can organically combine moral education factors in the teaching of subject content and achieve the educational goal of "double harvest" of moral education and intellectual education.