First, contact with the reality of life, clarify the purpose of learning, stimulate learning motivation and improve learning interest.
Correct and stable learning motivation is the intrinsic motivation for students to acquire knowledge and form skills. Therefore, in the teaching process, by introducing some background information related to the knowledge learned, such as the stories of China mathematicians Chen Jingrun and Hua who studied hard when they were young and made contributions to the motherland when they grew up, students' interest in learning can be stimulated, and the purpose of learning can be consciously educated, so that students can understand the importance of learning mathematics. For example, in the introduction of each chapter of junior high school mathematics, a practical problem is put forward. Through this part of teaching, students can realize that learning mathematics knowledge is closely related to our daily life and production. So as to understand the significance of learning mathematics well, consciously link today's study with future social life, stimulate students' curiosity and develop their thirst for knowledge.
Second, combine teaching practice to educate students on dialectical materialism.
Mathematics reflects the objective world in the form of quantitative relations and space, which is full of dialectical relations. As long as we study and deal with teaching materials seriously, we can inspire students with dialectical materialism views and methods. The first is the education of epistemology. Mathematics comes from practice, which in turn acts on practice. For example, people realize the corner relationship of right triangle in production practice, and in turn use this knowledge to solve some practical problems in practice. There are many contents in the textbook that are objectively related to theory and practice. Teachers should deal with teaching materials according to the principle of integrating theory with practice, so that students can understand abstract concepts, theorems and formulas on the basis of perceptual knowledge, and then skillfully apply what they have learned to practice. Some theorems, definitions, formulas and laws are mutually restricted, interrelated and interdependent, all of which embody the law of universal connection. Secondly, the education of materialist dialectics is combined with the teaching content of each part. For example, when solving equations in teaching, students can understand that things can be transformed into each other through the elimination idea of changing "ternary" into "binary" and "binary" into "unitary"; Through the unity of opposites of numbers (positive and negative, integer and division, rational and unreasonable, real and imaginary) and arithmetic rules (addition, subtraction, multiplication and division, multiplication formula and factorization), we know that things are unity of opposites and can be transformed into each other; Through the teaching of symmetry, translation and rotation, students can understand that things are moving and changing. While teaching the corresponding new curriculum, it is not only conducive to students' in-depth understanding of mathematical knowledge and mastery of mathematical methods, but also conducive to students' forming good thinking quality and scientific world outlook.
Thirdly, make use of ideological education factors in textbooks to carry out patriotic education.
It is not only necessary but also possible to educate students in patriotism in junior high school mathematics teaching, because the contents and materials available for patriotism education in junior high school mathematics are extremely rich. China is one of the four ancient civilizations with the most developed culture in the world. Our people have created splendid ancient culture, made outstanding achievements in mathematics, and made great contributions to the development of mathematics in the East and even in the world. In teaching, combining with the teaching content, introducing the outstanding achievements of mathematics and the deeds of mathematicians at home and abroad can cultivate students' national pride and enhance their thoughts and feelings of loving the socialist motherland. For example, after guiding students to read some textbooks such as Some Knowledge about Geometry, China's First Use of Negative Numbers, Pythagorean Theorem, About Pi, Some Studies on Triangle in Ancient China, and Quadratic Equation in Ancient China, they told students that China has made brilliant achievements in mathematical research and application since ancient times, such as discovering Yang Hui Triangle more than 400 years earlier than other countries; Zu Chongzhi's calculation of pi, the use of negative numbers, and the solution of equations were earlier than those in Europe 1000 years ago. In modern times, Chinese people all over the world are proud of the fruitful achievements of China science. For example, the optimization method pioneered and popularized by Professor Hua, a famous mathematician in China, has been widely used in production and scientific experiments, creating great economic value; Chen Jingrun successfully proved the "1+2" theorem in number theory, which is called "Chen Theorem". Through students' achievements in ancient and modern mathematics and patriotic enthusiasm for winning glory for the country, students' national pride is stimulated, and their sense of responsibility to study hard and make positive contributions to the country's prosperity and strength is established from an early age.