Research On The Teaching Strategy Of Primary School Mathematics Moral Education Penetration

As the fundamental task of China’s education,Lide tree people require schools to pay attention to educating people,moral education first,and the effective implementation of moral education work as the primary task.In 2000,the CENTRAL Committee of the Communist Party of China promulgated the "Opinions on Further Strengthening and Improving the Work of Moral Education in Primary and Secondary Schools in Adapting to the New Situation",which pointed out the direction for the work of moral education in primary and secondary schools,requiring all disciplines to incorporate moral education in the teaching process,pay attention to the effective penetration of moral education,and give full play to the function of educating people in all disciplines.As one of the most important subjects in primary school,mathematics should not only impart knowledge and skills to students,but also pay attention to the cultivation of students’ thoughts and emotions.Therefore,it is an inevitable measure to give full play to the moral education function and value of mathematics and to infiltrate moral education in mathematics classroom teaching.At present,a large part of the relevant theoretical research on the penetration of moral education in primary school mathematics still stays at the empirical level and macro level,which is not conducive to the true practice and implementation of moral education penetration.In practical teaching,many teachers also do not have a good grasp of the key elements such as the concept,content,approach,method,and timing of mathematical moral education penetration,resulting in many problems in the penetration of moral education in the classroom.Therefore,this study is committed to starting from the "micro",focusing on the actual classroom teaching process of teacher-student interaction,and proposing specific and feasible teaching strategies for moral education infiltration on the basis of theoretical discussion and practical investigation,so as to provide reference for the implementation of mathematical moral education infiltration in primary and secondary schools for practical teaching.The whole thesis consists of five major parts.The first part is an introduction,which expounds the research origin from three aspects: the implementation of the requirements of the fundamental task of Lide Shuren,the enlightenment of the teaching reform of the primary school mathematics curriculum,and the problems existing in the implementation of the primary school mathematics curriculum.On this basis,through the literature review,the research status of the infiltration of moral education in disciplines and the infiltration of moral education in primary school mathematics is clarified,so as to clarify the research questions of this study: the research strategy of moral education infiltration of primary school mathematics;the research purpose of this study is to propose specific and feasible teaching strategies for moral education infiltration.On this basis,the research content and research ideas of this study are determined,and the literature analysis method,interview survey method and questionnaire survey method are taken as the main research methods.The second part is the connotation and characteristics of the penetration of mathematical moral education in primary schools.This section defines the connotations of moral education,moral education infiltration,and mathematical moral education infiltration,and clarifies the specific connotation of mathematical moral education penetration pointed to by this institute.On this basis,the characteristics of primary school mathematical moral education penetration are explored,and the value of primary school mathematics moral education penetration is analyzed.This section clarifies the feasibility and necessity of this study.The third part is the content and scale of moral education penetration in primary school mathematics teaching.On the one hand,through the reference of policy texts and practical references,it is clarified that the moral education content that should be infiltrated in primary school mathematics teaching includes five aspects: one is the content of good personality and moral character;the second is the content of humanities literacy;the third is the content of correct ideological values;the fourth is the content of patriotism and socialism;and the fifth is the content of mathematical emotion.On the other hand,from the four aspects of the nature of the subject curriculum,the requirements of the curriculum standards,the students’ classroom reactions,and the students’ existing knowledge and experience,the scale of the penetration of mathematical moral education in primary schools is clarified.This part analyzes the value of primary school mathematics moral education from the theoretical level,and provides theoretical guidance for follow-up research.The fourth part is the problems and attributions of the penetration of moral education in primary school mathematics teaching.Mainly through the form of questionnaire surveys,the current situation and existing problems of the penetration of mathematics moral education in primary schools are investigated and analyzed,and the reasons for the problem diagnosis are: the teacher’s teaching concept is backward and knowledge-based;the teacher’s teaching ability is insufficient,the professional ability is slow to improve;the teacher’s and student’s view is biased,which cannot be adapted to the student conditions;the teaching evaluation value orientation is unreasonable,and the evaluation standard is single.This section points out the direction for proposing effective moral education penetration teaching strategies.The fifth part is the classroom teaching strategy of primary school mathematics moral education penetration.This part proposes specific moral education penetration teaching strategies from three stages: pre-class preparation,implementation during class,and post-class consolidation.In the pre-class preparation stage,teaching strategies are proposed from the in-depth analysis of textbook content and extensive development of teaching resources;in the implementation stage of the class,teaching strategies are proposed from the four links of classroom introduction,knowledge new teaching,classroom exercises,and classroom summary;in the post-class consolidation stage,teaching strategies are proposed from the two levels of extending classroom culture according to student conditions and taking multiple evaluation as feedback paths.Through theoretical elaboration and case evidence,concrete strategies that can effectively guide teaching are proposed.In general,this study aims to clarify the connotation,characteristics,values,content and scale of moral education penetration in primary school mathematics teaching through theoretical analysis,and then discover practical problems through the investigation of real mathematics classroom teaching.On the basis of theoretical inquiry and practical investigation,the specific and feasible teaching strategies for moral education infiltration are systematically proposed from the three levels of pre-class preparation,implementation during class,and after-class consolidation,so as to provide reference for the implementation of mathematical moral education in primary and secondary schools for practical teaching.