The moral education goals of every school include that students should have patriotism and collectivism, love socialism, inherit socialist democracy and legal consciousness, abide by national laws and social ethics, gradually form a correct world outlook, outlook on life and values, have a sense of socialist responsibility, and strive to serve the people, so that students can become a new generation with ideals, morality, education and discipline. This fully shows the important position of moral education in the whole education and teaching. So how to apply it to mathematics education and teaching? First, study the teaching materials, fully tap the moral education factors contained in the teaching materials, so that moral education can penetrate into the primary school mathematics teaching materials scientifically, regularly and serially. Most of the contents of ideological education are not obvious, which requires teachers to seriously study the textbooks, fully tap the potential moral education factors in the textbooks, and put moral education in the analysis of knowledge. For example, "Understanding Circle" tells four knowledge points from the textbook content: round objects in life; The method of drawing a circle; Center, radius and diameter and their relationship; A circle is an axisymmetric figure, and its diameter is the axis of symmetry. At first glance, there seems to be no moral education, but when you think about it, it is not the case at all. It contains at least the following moral education contents: (1) The concept of circle was not invented by anyone sitting in the room, but was obtained by summing up and abstracting a large number of circular objects in life, holding the view that practice can penetrate first. Practice comes first. It is a basic viewpoint of dialectical materialism, which often penetrates into students consciously in teaching, and students will gradually form the idea of respecting practice and reality. (2) The knowledge of circle, center, radius and symmetry axis is closely related. The distance from the center of the circle to a point on the circle is the radius; The line segment connecting two points on the circle passing through the center of the circle is the diameter; A diameter has two radii. The distance between all points on the circle and the center of the circle is equal to the radius. The center of the circle, the points on the circle, the radius and the diameter are so closely linked. Without the circle, it becomes meaningless. Things are interrelated, not isolated, which is another basic viewpoint of dialectical materialism. We often combine relevant examples to reveal the relationship between things. It will enable students to learn a scientific method to correctly understand things, that is, to observe and understand things and problems from the relationship between things rather than in isolation. Second, give play to the exemplary role of teachers. The process of "moistening things quietly" in moral education is not only a process of reasoning and training, but also a process of emotional cultivation and subtle influence. Teachers' own image and a spirit embodied by teachers have a great and direct influence on students. First of all, I think the power of example is infinite. For example, when leading students to clean, I clean windows and fans with students, take the lead in heavy work and do dangerous work alone, so that everyone works actively and there will always be a scene of enthusiasm; During exercise, I play ball games, play games and jump rope with my students, and everyone will take an active part in exercise. When raising the national flag, students are required to stand at attention and salute. I'm serious first. I will stand straight when I stand in line, and students will naturally abide by discipline. Teachers set an example and become a great educational force. I remember once in the periodical library, the small preparation bell rang. As usual, I walked to the classroom with a book and walked to the door of the classroom. The noisy classroom suddenly quieted down. It can be seen that a "war" has just happened here. A large piece of ground near the door of the classroom is covered with scraps of paper. I didn't criticize them, nor did I ask who threw them. I bent down and began to pick it up. The children gathered together slowly, one, two, three ... everyone worked together and the classroom was cleaned soon. I went to class without saying anything. Two students sitting at the door took the initiative to follow me into the office, admitted their mistakes and expressed their determination to correct them. (It turned out that they had a conflict because of a small matter. In a rage, they tore up each other's notebooks and threw them all over the floor. In addition, teachers' blackboard writing design, language expression, teachers' appearance, etc. It can infect students with beauty invisibly, thus cultivating students' sentiment. Flexible and diverse teaching methods should be adopted in moral education teaching to educate students imperceptibly, such as research-based learning and cooperative learning. In mathematics teaching, there are many rules and laws, which cannot play a great role if they are taught orally by teachers. At this time, I will guide students to discuss, think and summarize together. This can not only cultivate students' thinking ability and oral expression ability, but also cultivate their spirit of unity and cooperation. Taking the teaching method as an example, we adopted the group cooperative learning method. This concept of * * * enjoyment is that students should be responsible for their own learning and others' learning, and students should learn on the premise of benefiting themselves and others. In this situation, students will realize that individual goals and group goals are interdependent, and only when other members of the group succeed can they succeed; You can also let them form a good habit of taking others' academic achievements seriously from an early age. Fourthly, moral education in the form of mathematical activities should not be confined to the classroom, but should be organically combined with extracurricular learning, such as carrying out some mathematical activity classes and mathematical theme activities. For example, after learning simple data sorting in the fourth grade, I asked students to investigate the number of garbage bags used at home every day after returning home. Then, by counting the number of garbage bags used by all families in a class in a week, a month and a year, combined with the impact of garbage bags on the environment, let students talk about what we should do. In this way, students can not only master relevant mathematics knowledge, but also educate them on environmental protection. For example, after learning the addition and subtraction of decimals, I asked my students to carry out the activity of "being a small housekeeper" and asked them to ask their parents about their expenses every night. Use tables to record the items and amounts of daily expenses. After a week, let everyone calculate how much they spend every day, how much they spend every week, and then how much they will spend in a month and how much their parents earn in a month. Talk about your ideas through calculation and comparison. This not only cultivates students' computing ability, but also makes them understand their parents' difficulties, thus cultivating students' good quality of diligence and thrift. In a word, it is necessary to infiltrate moral education in mathematics teaching. An all-round person should not only have rich knowledge, but also have noble personality, which is the modern educational concept of "people-oriented". Every educator should adopt lively and interesting teaching methods, organically combine education with teaching, and exert a subtle influence, like a spring rain, to lay a solid foundation for students' lifelong development.