Investigation And Research On Subject Moral Education In Junior High School Mathematics Classroom Teaching

China regards the establishment of morals as the fundamental educational task,which requires school education to pay attention to the effective implementation of moral education.Afterwards,the country proposed to play an important role of subject teaching in moral education,so subject moral education has become a hot spot in current research.As one of the most important disciplines in the compulsory education stage,moral education in mathematics disciplines,giving full play to the value of moral education in mathematics disciplines,is of great significance to the development of moral education in disciplines.This article uses literature research method,questionnaire method and interview method for research.First of all,by reading the literature to understand the current research results of moral education in mathematics disciplines,the concept of moral education in mathematics disciplines is defined,its basic characteristics,essence,connotation and category are summarized.At present,the current situation of moral education in junior middle school mathematics classroom teaching,through consulting relevant literature,self-edited teacher questionnaires and student questionnaires to conduct surveys,analyze and sort out the questionnaire survey results.Based on the problems found in the questionnaire survey,we will further understand the current status of moral education in the mathematics discipline,interview mathematics teachers and students in three junior high schools in Yantai,sort out the interview results,and conduct a comprehensive analysis based on the results of the questionnaire survey.Through the analysis of the teacher questionnaire,it is found that teachers have obvious deficiencies in the three aspects of moral education knowledge,ability,and practice.Most teachers can realize the importance of moral education in mathematics and hope to integrate moral education content in classroom teaching,but specific The implementation lacks theoretical guidance,and I do not know how to implement it in specific classroom teaching.And the differences in job titles and teaching ages also make teachers have some differences in mathematical moral education.Through the analysis of the student questionnaire,it can be found that the students 'practicalopportunities are relatively lacking,the students' moral education needs and the goals of the moral education are different,and the ninth grade students are significantly different from other grade students.The students do not fully agree with the current evaluation system.Through teacher-student interviews,it is found that different teachers' teaching concepts and school evaluation systems affect the effect of moral education,and there are significant grade differences in mathematics moral education.In response to the problems reflected in the survey results,this article puts forward the following suggestions for improvement: mastering moral education knowledge by clarifying the goals of moral education,enriching the content of moral education,and developing methods of moral education;enhancing the ability of moral education can focus on the cultivation of material mining ability and implementation ability;by organizing students Carry out communication activities,comprehensive practice activities,and arrange mathematical compositions to enhance moral education practice;through reading exchanges and moral education experience sharing activities,form a unique school-based model and organize teachers to conduct on-the-job training to promote the common progress of teachers and make up for the difference between different teachers Differences;the establishment of a diversified teacher evaluation system mobilizes the enthusiasm of teachers' moral education and improves the level of mathematics moral education.