First, patriotism education.
Combined with the content of mathematics teaching, this paper introduces the great contribution of mathematicians in China in the history of mathematics, enhances students' national pride and sense of pride, and cultivates students' patriotic thoughts of striving to catch up with the advanced world level and dedicating themselves to rejuvenating China. China is an ancient civilization, and its mathematics has made outstanding achievements in the history of world mathematics development. For example, Zu Chongzhi, a mathematician in the Southern and Northern Dynasties in the 5th century, first calculated pi, 3. 14 15926.
In addition, the contributions of modern mathematicians such as Hua, Chen, Su and Chen Jingrun in mathematical research are introduced. In addition, we can also introduce the important role of mathematics in socialist construction in combination with practical problems, show the great achievements and long-term planning of socialist construction in China, encourage and stimulate students' patriotic enthusiasm, and establish a clear purpose of learning mathematics well in order to realize the socialist modernization of the motherland.
Second, dialectical materialism education.
Mathematics is an important part of natural science, which is rich in dialectical materialism. We should give full play to this advantage in mathematics teaching and take cultivating students' dialectical materialism as the focus of ideological and political education.
The basic requirement of cultivating students' dialectical materialism in middle school mathematics teaching is based on materialism. By understanding the occurrence and development of mathematics and the dialectical characteristics of mathematical thinking, the dialectical materialist viewpoints contained in mathematics are displayed, so that students can obtain these viewpoints and become an integral part of their thoughts. To this end, it can be implemented from the following aspects;
(1) correctly describe the material basis of mathematical concepts and their abstract formation process. Make students understand the practical significance of concepts and realize that the main concepts in middle school mathematics are abstracted from objective things, thus contributing to the establishment of materialistic views.
(2) Analyze the reasons and conditions for the emergence and development of mathematical theory, so that students can realize that mathematical theory is developed by the needs of people's production and life and solving the internal contradictions in mathematics. For example, the concept of number is gradually formed and developed with the needs of human life and production. Every expansion of the concept of numbers provides a new tool for mathematics to solve practical problems. For another example, the occurrence and development of mathematical operation methods are gradually improved with the development of social production. /kloc-The development of industry in the 6th century made constant mathematics develop into variable mathematics, resulting in differentiation and integration, and so on.
(3) In teaching, make full use of the universal law of materialist dialectics to reveal the dialectical relationship in mathematics content and cultivate students' dialectical thinking. For example, positive and negative, constant and variable, known and unknown, infinite and finite in mathematics are all examples of unity of opposites. The process of discussing the relations and differences between these concepts is the process of revealing contradictions and unity. Another example is the relationship and transformation process between the concepts of tangent line, trapezoidal area formula and triangular area formula, which all reflect the dialectical law of quantitative change to qualitative change. Some points, such as trajectory, coordinate transformation, geometric transformation and function concept, embody the viewpoint of movement and change, and also illustrate the importance of movement and change as mathematical thinking methods. Therefore, strengthening the teaching of dialectical materialism in mathematics teaching is not only conducive to students' political and ideological education, but also conducive to students' profound understanding and mastery of mathematics knowledge.
In addition to the above basic viewpoints, many other viewpoints and laws of dialectics are also reflected in middle school mathematics, such as understanding the laws from special to general, from general to special, grasping the main contradictory viewpoints and so on. It shows that it is necessary and feasible to educate students on dialectical materialism through mathematics teaching.
Third, cultivate students' scientific attitude.
Mastering mathematics knowledge and ability requires students to work hard, seriously and persistently. Therefore, the use of students' mathematics teaching can exercise students' will and character, give play to students' independent spirit, and cultivate students' rigorous style and scientific attitude of seeking truth from facts.
In order to cultivate students' scientific attitude in teaching, we must adhere to the concept of teaching and educating people in all aspects of mathematics teaching. For example, at the beginning of a new class, we can introduce the outstanding achievements of mathematicians at home and abroad in combination with mathematics content to stimulate students' dedication and patriotic enthusiasm for modern learning; In the teaching process of the new curriculum, through the introduction and demonstration of the concept theorem, students' dialectical thinking method and rigorous and accurate academic spirit are cultivated; In the process of solving problems, cultivate students' diligent, thoughtful and comprehensive thinking methods, and encourage students to have perseverance and perseverance to find solutions when encountering problems, thus cultivating students' strong will and perseverance; In the usual homework and exams, we should think independently, be brave in innovation, be brave in upholding the truth and correcting mistakes, and cultivate a realistic attitude. We can also use the formal beauty and methodological beauty of mathematics to educate students and cultivate their noble sentiments.