Research On The Effective Path Of Integrating Curriculum Ideology And Politics Into High School Mathematics Teaching

In order to ensure the realization of the dual goals of knowledge imparts and value guidance in high school mathematics curriculum,it is necessary to put curriculum ideology and politics into high school mathematics teaching and study the effective path of integrating curriculum ideology and politics into high school mathematics teaching."probability" chapter be taken as an example to explore the effective path of integrating curriculum ideology and politics into high school mathematics teaching.On the basis of a large number of literature studies,combined with the curriculum standards of high school mathematics,the ideological and political thinking of high school mathematics curriculum is divided into three dimensions:quality of mathematical thinking,key mathematical ability and value concept,and each dimension is subdivided,four sub-dimensions are set up,and questionnaires and classroom observation scales are prepared according to the results of dimension division.Questionnaire was issued to high school students and observation was made on the quality class of probability chapter.Based on the results of questionnaire survey and classroom observation,the current situation of ideological and political education in high school mathematics curriculum was obtained.According to the current situation,the effective path of integrating ideological and political education in high school mathematics teaching was proposed,namely:(1)to guide practice with consciousness,and to improve teachers’ideological and political awareness;(2)Setting ideological and political teaching objectives appropriately with the direction of goals;(3)Expand ideas with textbooks and fully explore ideological and political elements in textbooks;(4)Broaden the horizon with exercises,and effectively combine the exercise background for ideological and political thinking;(5)Teaching through process communication,naturally integrating ideological and political elements into the teaching process;(6)Connect society with mathematics and reasonably extract extracurricular ideological and political resources.In this paper,the teaching design is carried out according to the effective path,and the teaching practice is carried out in the experimental class.After the teaching practice,the questionnaire is issued again,and the paired sample T-test is carried out on the questionnaire results of the experimental class before and after teaching to verify the effectiveness of the path.The results show that:(1)the questionnaire has good reliability and validity and can be used as a measurement tool;The ideological and political dimensions of high school mathematics curriculum are reasonably divided,and the prepared classroom observation scale can be used for classroom observation.(2)Teaching design and practice according to the effective path,the quality of mathematical thinking,mathematical key ability and values of experimental class have been improved and the difference is significant before and after teaching,and the path proposed in this paper is effective.It has application value.