First, give full play to teachers' personality charm in mathematics teaching and integrate moral education into emotional education.
Mr. Tao Xingzhi, a famous educator in China, said: "Real education is an activity of mutual affinity. Only from the heart can we reach the deep heart. " From teacher Tao's words, we can easily understand that without emotion, all education is impossible, including mathematics education. It can be said that the process of moral education is not only a process of reasoning and training, but also a process of emotional edification and subtle influence. If you win with emotion and feel with soul in your own teaching process, you can make the whole mathematics teaching process a pleasant interaction between teachers and students, and at the same time receive good educational results. The image of the teacher himself, a spirit embodied by the teacher, also has a great direct influence on the students. In addition to the teacher's blackboard design, language expression, teacher's instrument and so on. It can give students a good feeling invisibly, thus edifying their sentiment. Before a good math class, teachers are fully prepared. The flexible teaching methods and humorous mathematics teaching language used in the classroom can not only make students feel the fun of mathematics learning, but also make them feel the sense of admiration and responsibility for their teachers, which will greatly promote their future work and study.
Second, fully tap the teaching materials and find moral education materials!
Herbart thinks: "Morality is generally regarded as the highest goal of mankind, so it is also the highest goal of education." As a teacher, it is not enough to have only basic qualities. You must have a profound and extensive understanding of the subjects you teach, and at the same time, you must have the ability to tap the content of moral education! Mathematics is different from other disciplines, it is a scientific discipline, so the moral education materials contained in it are "hidden", which requires teachers to have the ability to dig them out and then show them to students for education. The following are some concrete examples of my teaching.
Example 1: When I was explaining Pythagorean theorem, I collected a lot of relevant information at home and abroad. When Shang Yang discovered this theorem in the Western Zhou Dynasty, it was nearly 500 years earlier than other countries in Europe and America! The purpose is to let students know the glory of ancient mathematics in our motherland! This is a good patriotism education! And so on, I often infiltrate students consciously and purposefully, which not only mobilizes students' enthusiasm for learning mathematics, but also cultivates students' patriotism.
Example 2: When I explain the probability part, I often give my own questions to students! I once made up such a topic, with the world diving competition as the background. As we all know, China diving team is our dream team! I collected relevant information, listed many winners and losers of Chinese and foreign players in previous competitions, and finally asked students to calculate the probability that China players won the championship in various competitions! This practice makes the original boring probability calculation become a vivid patriotic education! The effect is very good! Example 3: When explaining the application of similar triangles in the open class at the school level, I adopted the "Four Views and Farsightedness" in Nine Chapters of Arithmetic, and recorded how to use similar triangles's knowledge to solve practical problems in ancient times. While experiencing the historical extension of mathematics knowledge, students also praised the wisdom of ancient working people, thus inspiring their national pride and patriotic enthusiasm. ...
Thirdly, moral education should be permeated in the teaching process.
In the teaching process, teachers can use flexible and diverse teaching methods to carry out subtle moral education for students, such as research-based learning and cooperative learning. In mathematics, there are many laws and regulations, and it won't work if the teacher teaches them orally. At this time, students can be guided to discuss, think and summarize together. This can continuously cultivate students' various abilities. But also cultivate their ability of unity and cooperation. As far as teaching methods are concerned, group cooperative learning can be adopted. This concept of enjoyment is that students should be jointly responsible for others' learning and their own learning, and students should learn on the premise of benefiting themselves and others. In this case, students will realize that personal goals and group goals are interdependent, and only when other members of the group succeed.
Fourth, create a good teaching situation.
A good teaching situation has a strong appeal, which can attract students' attention, awaken students' thinking, stimulate students' learning confidence, arouse students' curiosity, stimulate students' interest in learning, and form a harmonious interpersonal relationship. First, guide students to actively participate in the whole process of teaching and let them try to succeed. The study of every mathematical concept and the analysis of formula, law and quantitative relationship should inspire and induce students to try and explore. Create conditions for students to participate in the teaching process, create opportunities for students to succeed, let students experience the joy of success and cultivate their self-confidence in learning mathematics. Only in this way can students dare to participate and be willing to participate.
Secondly, to create a good classroom cultural atmosphere, it is very important that teachers should not despise and despise students with personal prejudice. This is the heaviest blow and the easiest to destroy students' self-confidence. Therefore, in addition to teaching students knowledge, teachers should also be caring, love students and respect their personality. In the teacher-student relationship, only the teacher's "love of life" can win the students' "heart of being a teacher".
The new teacher-student relationship should be a democratic and equal partnership. As a teacher, students should be allowed to speak if they make mistakes in answering questions. Finding and correcting mistakes in the process of answering questions will greatly inspire the whole class, which can not only cultivate and encourage students to ask questions and express new ideas, but also help to form a good learning atmosphere. Once this kind of atmosphere is formed, the influence on students' self-confidence will be more lasting than that of a single person.
In a word, the moral education infiltration in mathematics teaching, as long as we design it carefully, can make students receive the education of "moistening things quietly", stimulate students' interest in learning, cultivate good moral sentiments and improve the quality of education and teaching. In addition, we should also pay attention to its strategies in infiltrating moral education in mathematics teaching, so as to improve the consciousness of infiltration, grasp the feasibility of infiltration and pay attention to the repetition of infiltration. I believe that as long as we combine students' ideological reality and knowledge acceptance ability in teaching, we will infiltrate it organically and imperceptibly, thus achieving the dual education of moral education and intellectual education.