Second, make full use of teaching materials and tap moral education materials. In primary school mathematics textbooks, most ideological education content does not occupy an obvious position, which requires teachers to study the textbooks carefully, fully tap the potential moral education factors in the textbooks, and through the analysis of knowledge, moral education runs through them. For example, when teaching multi-digit reading, we can cite some data since China's reform and opening up for students to practice, so that on the one hand, students can master knowledge, on the other hand, they can also appreciate the brilliant achievements made by our country. When teaching every minute, students can be educated to cherish time. When teaching pi, we can introduce that pi is calculated by Zu Chongzhi, a great mathematician and astronomer in China. He is the first person in the world to calculate the value of pi to six decimal places. It also tells the touching story of Zu Chongzhi's pursuit of mathematics, which can not only help students to establish national pride, self-esteem and self-confidence, but also transform them into the sense of responsibility and consciousness of studying hard for the cause of building the motherland. On the other hand, it can also help students cultivate the dedication of fearlessness, hard work and hard study. It can be said that it is multifaceted. There are many such examples in mathematics. Teachers can find the material of moral education as long as they fully excavate the teaching materials.
Third, moral education 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 rules and laws, 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, and also cultivate students' ability of unity and cooperation. As far as teaching methods are concerned, we can adopt group cooperative learning. This learning method * * * enjoys the idea that students should be as responsible for others' learning as they are for their own learning, and students should study on the premise of benefiting themselves and others. In this situation, students will realize that there is an interdependent relationship between individual goals and group goals, and only when other members of the group succeed can they succeed. You can also let them form the habit of taking others' academic achievements seriously from an early age.
Fourthly, moral education is carried out in the form of mathematical activities. Moral education should not be confined to the classroom, but should be organically combined with extracurricular learning. We can carry out some math activity classes and math theme activities appropriately. For example, after studying simple data sorting in the fourth grade, students can investigate the number of garbage bags used by their families every day after returning home, and then calculate the number of garbage bags used by a class family for a week, a month and a year, combined with the impact of garbage bags on the environment, so that students can not only master relevant mathematics knowledge, but also carry out environmental education. In addition, we should carry out various activities according to students' hobbies, such as knowledge contests and telling mathematicians' short stories. I believe this will play multiple roles.