Keywords strategy, inquiry, moral education, infiltration, mathematics teaching, middle school,

There are rich moral education materials in our middle school mathematics textbooks, which requires our teachers to be good at discovering and excavating in teaching, make good use of these moral education materials and infiltrate into mathematics teaching, so that students can stimulate national self-confidence, receive patriotic education and establish dialectical materialism views in their studies. For example, when learning the permutation and combination of "Yang Hui Triangle", we can tell students in time that in ancient times, Chinese mathematicians made achievements ahead of the world in many important fields of mathematics. In the glorious history of ancient mathematics in China, the "Yang Hui Triangle" is a dazzling milestone. Students will feel a strong sense of national pride. For another example, when studying the "Zuyuan Principle" in solid geometry, we can tell students that Zu Chongzhi and his son Zuyuan worked out the volume formula of the ball. More than a thousand years ago, the research results of Zu Chongzhi and his son,

2. How to infiltrate moral education in classroom teaching

Undeniably, our classroom teaching is the main way of moral education for students, and the application of this platform will directly affect the level of moral education for students.

(1) Infiltrate dialectical materialism education in teaching.

The mathematics syllabus of nine-year compulsory education points out: "We should explain the teaching content from the viewpoint of dialectical materialism, so that students can understand that mathematics comes from practice and in turn acts on practice, and embody dialectical relationship in mathematics, so as to be educated from the original viewpoint of dialectical materialism." Mathematics comes from life and serves life. The concepts and formulas of mathematics are summarized from real life. For example, when learning the concept of negative numbers, students can be guided to imagine a large number of real-life examples, such as the weather forecast above zero and below zero, the warehouse transporting 20 tons of grain and 50 tons of grain, etc. These quantities with opposite meanings exist objectively in reality, so there are positive numbers and negative numbers to reflect their meanings. Students understand this concept, and we can also educate students on dialectical materialism, so that students can understand that mathematics comes from practice. Only by mastering mathematics knowledge can they apply their knowledge to practice.

(2) Infiltrate patriotic education with mathematical knowledge.

Patriotism education is an important part of moral education. In mathematics teaching, we should combine the knowledge of mathematics and choose corresponding examples to explain to students in advance in preparing lessons. Such examples are very rich. For example, our ancestors first put forward the concept of positive and negative numbers in Nine Chapters of Arithmetic, and China was the first country to apply negative numbers to real life. In modern times, Liu Hui initiated the "Circumcision" in the Three Kingdoms Wei period. Mr. Chen Jingrun, a famous mathematician in China, is known as "Goldbach's First Conjecture" ... These indelible achievements shining in the history of mathematics in the world have initially aroused the strong patriotic feelings of middle school students, and generated the confidence to follow the footsteps of our ancestors, learn mathematics well and strive for the growth of our motherland.

(3) Guide students to discover the beauty in mathematics.

In the vast world of mathematics, there are aesthetics everywhere. Mathematical language is strict in logic, concise and clear, which embodies the beauty of simplicity. The way of solving mathematical problems is wonderful, and the whole process gives people a pleasant aesthetic feeling. There are also the symmetrical beauty of graphics, the similar beauty of content and form ... these are good materials for aesthetic education for students. Only by infiltrating aesthetic education into teaching can students appreciate beauty.

(4) Cultivate students' noble sentiments by combining activities in and out of math class.

In classroom teaching, we should adopt the learning method of group cooperation to make students feel the strength and wisdom of the group, so as to cultivate students' consciousness of unity and cooperation and team spirit. In the study, we should pay attention to the communication with the study group, communicate effectively and establish a good and harmonious relationship between teachers and students, so that students can have feelings of respecting teachers, uniting classmates and loving the group in such an atmosphere. At the same time, we can also combine mathematics knowledge to carry out extracurricular activities and infiltrate moral education into extracurricular activities. For example, after learning statistical knowledge, students can be arranged to count the utilization rate of plastic bags, so that students can understand the pollution of white garbage to the earth, thus strengthening their awareness of environmental protection.

Second, show teachers' personality charm and cultivate students' good feelings.

Teachers' personality charm has a far-reaching influence on students. Maybe students are interested in learning math because they admire their math teacher. In teaching, our teachers should improve their basic skills such as language expression and blackboard writing design, pay attention to their appearance, and let students feel the beauty of a teacher's image from the inside out. Teachers' humorous language, students' receptive teaching methods and profound knowledge can all move students' hearts.

Third, the conclusion

Under the new curriculum concept, moral education is an important part of junior high school mathematics teaching. Moral education is the unshirkable responsibility and obligation of every junior high school math teacher, which requires us to explore how to better infiltrate moral education into math teaching and constantly sum up effective strategies for practice. At the same time, as a qualified junior high school math teacher, he should lead by example, influence students with his own personality charm and improve the effectiveness of moral education.