Infiltrating moral education in classroom teaching is not only a matter of ideological and political courses and history courses. On the contrary, mathematics teaching plays an irreplaceable role in cultivating students' dialectical thinking quality, changing thinking and patient and meticulous habits. How to infiltrate moral education in junior high school mathematics teaching.
First, strengthen the infiltration of "three natures"
Targeted research and grasping the new characteristics and changing trends of students' thoughts are important prerequisites for infiltrating moral education in mathematics teaching. Teachers must take advantage of politicians' sensitivity to accept new information, observe students' ideological changes and behavior changes, and grasp students' ideological trends, so as to infiltrate moral education purposefully and pertinently in teaching activities.
Standardized mathematics teaching can not permeate moral education at will, and it is the basic basis for mathematics teaching to permeate moral education to meet the requirements of mathematics curriculum standards. We must implement it for a long time, overcome randomness, do not engage in sports, and make the content of moral education standardized and complete.
In planned mathematics teaching, it is necessary to study which contents are closely related to ideological education and which contents can be organically combined. It requires mathematics teachers to plan as a whole, form a corresponding sequence, closely follow the teaching materials, carry out moral education infiltration in a planned and hierarchical way, and integrate moral education objectives into the teaching materials.
Second, grasp the "point", "time" and "degree"
Finding the "breakthrough point" in the textbook is the key point. Textbooks are the basis of teaching and learning, and also the source of ideological education. Mathematics textbooks contain rich educational factors, such as plane rectangular coordinate system, pi, and the size ratio of the five-pointed star in the national flag. There are more contents closely related to real life in the new textbook. Almost all the educational factors in mathematics textbooks are contained in knowledge, which has a certain degree of "concealment". This requires math teachers to study the textbooks in depth and deeply understand the connotation and extension of the textbooks. Only on the basis of fully mastering the teaching materials can they realize the true meaning of educating people and find the "best combination point" between teaching and educating people-the infiltration point of moral education. Only by finding the "penetration point" of mathematics classroom can ideological education "sneak into the night with the wind and moisten things silently."
It is difficult to grasp the "opportunity" of educating people. Because of its strong knowledge, mathematics teaching emphasizes the application of knowledge and requires strict classroom structure and high consistency. Therefore, in mathematics teaching, we can't arbitrarily arrange the content of ideological education regardless of knowledge and carry out forced "infiltration" impact teaching. Teachers must follow the structure, level and specific position of knowledge in textbooks, arrange the teaching process, and make ideological and mental health education permeate randomly with the changes of textbook requirements, so as to teach students in accordance with their aptitude and pay attention to the changes of students' psychology and learning attitude. Adjust the "point" and "opportunity" of ideological infiltration to teach students in accordance with their aptitude. To grasp the opportunity of infiltration, teachers should be "observant, alert and diligent": observant, not negligent; Ear spirit leads to accurate information; Leg diligence is in-depth, mastering and understanding students' knowledge, feelings, intentions and actions. According to the reality of students and textbooks, it is not difficult to grasp the best "opportunity" of ideological education by careful thinking and design.
Grasping the "degree" of ideological education penetration is the key. In the combination of "point" and the best "opportunity", teachers should pay attention to properly handle the relationship between them. Mathematics is a scientific, knowledgeable and applied subject. If it is too thorough, it will change the essence of mathematics and reduce its knowledge and science. If it is not thorough enough, it is impossible to "inspire" students.
Thirdly, ideological education should be infiltrated into all aspects of mathematics classroom.
The introduction of the new curriculum can stimulate students' desire to explore the mysteries of mathematics with the historical facts created by mathematicians or the beauty contained in mathematics, and can also introduce its application in production and life, thus promoting their strong will to learn mathematics well and solve problems. For example, when introducing the plane rectangular coordinate system, Descartes was introduced to students to study in bed and observe spiders hanging in the air in the corner, thus inventing the coordinate system. This can cultivate students' awareness of learning. When introducing "proportional line segment", we can use the five-pointed star on the national flag to stimulate students' interest in learning and carry out patriotic education and aesthetic education.
When introducing new mathematical concepts into concept teaching, we can find solutions by revealing contradictions and find connections and differences by comparing new concepts with related concepts. For example, when teaching the concepts of zero exponent and negative integer exponent power, we can introduce a new method to solve the contradiction when the dividend exponent is not greater than the divisor exponent in the division of positive integer power, and define the definitions of zero exponent and negative integer exponent power, but this also leads to the contradiction that the base value is reduced to non-zero. In this way, through the emergence and resolution of contradictions, students' awareness of problems and their desire to solve problems actively can be cultivated.
The introduction and guidance of theorems, formulas and methods should seize the opportunity, let students participate in the process of exploring and deducing conclusions, and inspire and guide students to explore new ways to solve problems with dialectical thinking methods. For example, when deducing the relationship between the roots and coefficients of a quadratic equation, we can explore special ways to trace back to the source and cultivate students' rigorous and accurate academic spirit.
Knowledge Transfer and Application Teachers can design training by using common problems in real life, cultivate students' awareness of learning and applying mathematics, and improve students' ability to transform practical problems into mathematical models, analyze and solve problems. For example, in the teaching of "the basic nature of circle", we can use incomplete graphic artifacts to ask questions: how to complete this artifact? So as to cultivate students' ability to refine mathematical models. In addition, teachers should pay attention to make the teaching content "live" and "move". Using the combination of numbers and shapes, graphic transformation, multiple solutions to a problem and so on to carry out variant training, stimulate students' associative thinking and reverse thinking, and make students' thinking "live" and "move".
Teachers should pay attention to the internal connection of spreading knowledge, fully use the viewpoint of materialist dialectics to explain teaching materials, and use the corresponding unified viewpoint and the viewpoint of movement change to guide students to form a knowledge network and carry out extension and series transformation.