Primary School Mathematics Teaching Research As A Tool Of Social Inquiry

In modern primary education,subject education occupies most of the time of students 'study and life.Therefore,it is difficult to cultivate good moral character of primary school students through special moral lessons.Dewey put forward that we can start with the subject teaching.In his opinion,"When a subject is taught according to the way of understanding social life,it has positive ethical significance." However,in the actual situation,we find that there are many problems in subject moral education:taking elementary school mathematics as an example,teachers only pay attention to subject knowledge teaching,emphasize exam-oriented training,train their answering skills,ignore the development of students 'moral character in the teaching process,or excavate the moral factors of subject teaching in a rigid way,which results in a totally different face between subject teaching and moral education.It not only affects the subject teaching,but also fails to achieve the goal of moral education.So how to improve the status quo of moral education in primary school mathematics?How to play the role of elementary school mathematics teaching in helping students 'moral growth?These are the problems that need to be solved in this study.With these problems,I entered the third grade of X elementary school.I interviewed some math teachers in the third grade and some students and parents in the third(8)class.Classroom observation was mainly based on the third(8)class,supplemented by some third-grade math teachers 'teaching examples,so as to understand the real situation of moral education in primary school mathematics,find out its advantages and disadvantages,and hope to explore the existing problems.To find a feasible way to play the role of moral education in primary school mathematics.This study mainly explains and analyses the research process from four chapters.The first chapter describes what I saw and heard from the entrance to the entrance,and shows the whole process in detail,including contacts with students and teachers,difficulties encountered and overcome,paving the way for the next research.The second chapter mainly presents the current situation of moral education in primary school mathematics,including the actual observation records of teachers,students and parents in the eyes of moral education in mathematics and classroom teaching in mathematics;the third chapter is to analyze the above-mentioned situation,showing the advantages and disadvantages of moral education in primary school mathematics,and then from Dewey's perspective,combining the above interviews and observation of the status quo of primary school.In the fourth chapter,on the basis of the previous chapter,the author gives some suggestions and Reflections on the problems in the moral education of mathematics,in order to explore a better way for the moral education of mathematics in primary schools.Through a series of interviews,observations and reflections,the author finds that mathematics teachers have certain advantages in the concept of moral education in mathematics and in the practice of moral education in mathematics,but they also reflect many problems,such as mathematics teachers 'failure to correctly understand the function and purpose of moral education in mathematics,the appearance of "false life" phenomenon,and the existence of moral education in primary mathematics.In the problem,and how to solve such problems,the author also tries to make some suggestions in this paper.In short,for moral education,it is not divorced from the daily teaching activities of elementary mathematics.The intrinsic value and relationship between them should be organically combined.It should be the conscious behavior and pursuit of elementary mathematics teachers in subject education.They should realize that an excellent elementary mathematics teacher should not only give students relevant subject knowledge,but also use mathematical and physical relations.Reflecting social reality,helping students to understand the social value and significance behind knowledge,helping students to better understand social life,participate in social life and improve social life by using mathematical knowledge.From the perspective of moral education of Dewey,that is,helping students to learn mathematical knowledge as a tool of moral exploration,the subject of mathematics has realized its own value.