Research On High School Mathematics Instructional Design Incorporating Curriculum Ideology And Politics

In the new era,With the rapid development of science and technology,economy and other aspects,Chinese society is mixed with various ideologies and cultures.The ideology and values of young people take on strong characteristics of the times,which makes students’ ideological education more complicated.In order to cope with the changes of Civic Education in the new era,General Secretary Xi Jinping proposed to promote the reform of classroom teaching with the goal of curriculum Civic Education,and teaching design is an important part of this reform goal.As an important subject in high school education,mathematics is a necessary course for the implementation of the curriculum of Civics.Conic curves are an important part of high school mathematics and an important knowledge point that high school students must master.Therefore,this paper selects the topic of conic curves as the research content of high school mathematics teaching design which integrates with curriculum thinking and politics.This paper uses literature,interview outline and questionnaire as assessment tools,determines five curriculum thinking political dimensions,including dialectical materialism education,core values education,mathematical literacy education,scientific literacy education and personal cultivation education.Exploring the pedagogical design principles of curriculum Civics,and teaching design model of high school mathematics integrated with curriculum-thinking politics was constructed on the basis of the dark line of "Find the entry point of thinking and politics→Explore the point of articulation of thinking and politics→Design the point of integration of thinking and politics→Perfect the point of improvement of thinking and politics" and the bright line of "Design of curriculum-thinking politics dimension→Analysis of teaching basis→Design of teaching implementation→Teaching evaluation",and the teaching design of conic curve theme was completed on this basis.After that,the teaching effect of integrating into curriculum Civics was tested by questionnaire survey,and the teaching strategy of integrating into curriculum Civics was derived on the basis of analyzing the teaching design and practice effect of integrating into curriculum Civics.The results of the study show that it is feasible to integrate curriculum thinking education in high school mathematics.The integration of curriculum thinking and politics not only improves students’ dialectical thinking and enables them to learn more about mathematical culture,but also enables them to experience the progress of science and technology in knowledge exploration,feel the rapid development of the motherland,and enhance their patriotism.While students learn the basic knowledge of conic curves,it enhances students’ comprehensive literacy,and these various aspects of literacy also stimulate students’ interest in learning,thus improving the teaching effect and finally achieving the nurturing purpose of the mathematics curriculum Civics.