A Study Of Senior High School Mathematics Teaching Design From The Perspective Of Curriculum Ideology And Politics

As the fundamental task of China’s education,promoting the implementation of curriculum ideology and politics is the need of building a strong education country,the need of students’ moral development,and the need of educating people in various disciplines.Under the new historical conditions,strengthening the ideological and political construction of curriculum has become an important mission of teachers.Through the method of literature analysis,five entry points for the implementation of curriculum ideology and politics in senior high school mathematics derivative unit are determined,namely scientific spirit,personality quality,patriotism,dialectical thinking and practical view;By using the method of investigation and research,the senior high school mathematics teachers were interviewed about the current situation of curriculum ideological and political practice,to understand the difficulties in implementing curriculum ideological and political practice,and put forward the instructional design strategy and framework under the curriculum ideological and political perspective.Based on the instructional design strategy and framework,taking the derivative unit as an example,after analyzing the teaching elements one by one,the unit instructional design under the curriculum ideological and political perspective was carried out,And give three examples of teaching process of innovative classroom;Carry out differentiated teaching practice for the two classes,and compare and analyze the collected data.The research shows that:(1)both teachers and students have a high degree of recognition for the curriculum ideology and politics,but there are still great difficulties in the implementation process;(2)It is feasible to carry out teaching around the five main ideological and political education contents of scientific spirit,personality quality,patriotism,dialectical thinking and practice view;(3)The unit teaching design and classroom practice based on the teaching design framework from the perspective of curriculum ideology and politics are effective;(4)The integration of mathematics classroom into curriculum ideology and politics has no significant impact on students’ performance.