Logic Research On Ideological And Political Teaching Of Primary School Mathematics Curriculum

Since the concept of ideological and political teaching in curriculum was proposed,it has been widely respected in the field of education.Many experts,scholars and front-line teachers have conducted researches on it from theory to practice.However,the implementation of curriculum ideology and politics has little effect in the compulsory education stage which takes moral education as the fundamental task of education.Primary school mathematics is an important subject in the stage of compulsory education.The implementation of curriculum ideological and political teaching in the classroom can not only help the compulsory education to fulfill the fundamental task of moral cultivation,but also provide an effective way for the primary school mathematics discipline to explore the nature of discipline education.Therefore,in order to promote the concrete implementation of ideological and political teaching in primary school mathematics curriculum in teaching practice,from the perspective of teaching logic as a research perspective,starting from exploring the deepest rules and order on which teachers implement ideological and political teaching in primary school mathematics curriculum,the potential logic supporting the implementation of ideological and political teaching activities in primary school mathematics curriculum is found.The ideological and political teaching logic of primary school mathematics curriculum refers to the teaching rules that teachers should follow in order to solve the teaching objectives of "combining value with knowledge imparts and ability cultivation" in primary school mathematics classroom teaching.In order to clarify the teaching logic to be followed in primary school mathematics curriculum ideology and politics,we carry out research on the principle of combining theory with practice.At the theoretical level,firstly,through combing and summarizing the literature,based on the essential connotation of teaching logic,the structural elements of teaching logic are clarified.Furthermore,the essential connotation of ideological and political teaching logic of primary school mathematics is determined by analyzing the relationship between primary school mathematics and curriculum ideology and politics.Finally,based on the discussion of essential connotation,the author explains the proper pattern of ideological and political teaching logic of primary school mathematics curriculum around the key elements of teaching logic,that is,the implementation of ideological and political teaching of primary school mathematics curriculum should follow the four teaching rules including communicative logic,cognitive logic,subject logic and teaching logic.In practice,according to the guidance of teaching logic,the method of combining classroom observation and interview is adopted to collect research data,and the classroom observation scale is developed for observation and record.On the basis of the collected data,through the analysis of typical case lessons,summed up the teaching logic characteristics and problems of novice teachers and excellent teachers,and put forward the strategy optimization for the logical development of ideological and political teaching of primary school mathematics curriculum.In order to improve teachers’ correct understanding of the logic of ideological and political teaching in primary school mathematics curriculum;To solve the problems of teachers in the implementation of ideological and political teaching in primary school mathematics curriculum,and put forward specific methods and strategies for the logical development of ideological and political teaching in primary school mathematics curriculum,so as to optimize teachers’ teaching logic and better implement the practice of ideological and political teaching in primary school mathematics curriculum.The specific strategies are as follows: First,enhance teachers’ awareness of constructing curriculum ideological and political teaching logic.By enhancing teachers’ awareness of ideological and political teaching in mathematics curriculum and their reflection and summary of their own teaching logic,promote primary school mathematics teachers to realize the existing curriculum ideological and political teaching logic;Secondly,enhance teachers’ understanding of communication behavior model in curriculum ideological and political teaching.Through understanding of communication behavior model and its important role in mathematics curriculum ideological and political teaching,enhance teachers’ ability to construct reasonable communication behavior between teachers and students,and promote students’ sense of identity to teachers in curriculum ideological and political teaching.Finally,teachers should be encouraged to organize and implement teaching activities with value guidance,strengthen the cultivation of the standardization of ideological and political teaching of primary school mathematics teachers,and provide help for primary school mathematics teachers to effectively implement curriculum ideological and political teaching and optimize their own teaching logic.To sum up,the research on the logic of ideological and political teaching in primary school mathematics curriculum can not only provide effective design schemes or guidance suggestions for teachers to implement ideological and political teaching in mathematics curriculum,but also provide a new way for primary school mathematics teachers to improve their professional ability in education and teaching.