The Teaching Research Of Moral Education Function In Junior Middle School Mathematics Classroom From The Perspective Of HPM

With the gradual development of the society,the requirements for schools to cultivate talents are increasingly high.It not only focuses on the imparting of knowledge,but also pays attention to the cultivation of students’ character and ability to meet the needs of society and their lifelong development.Among them,the cultivation of moral education is an indispensable part.It can be seen that it is extremely important to pay attention to the infiltration and cultivation of moral education in the middle school mathematics classroom.International Study Group on the Relation between History and Pedagogy of Mathematics(HPM)has attracted much attention since its formal establishment in the 1970 s.It plays an active role in the research of teaching,the teaching of teachers,the arrangement of textbooks and the growth of students.In recent years,remarkable progress has been made in integrating the history of mathematics into the moral education value of mathematics teaching.Based on this,the core issue of this study is determined to be the teaching research on the moral education function of junior middle school mathematics classroom from the perspective of HPM.According to the core problems,the following four sub-problems are gradually studied through literature research,comparative research,investigation research,tracking research and experimental research.Sub-problem 1: Text research on moral Education function of middle school mathematics textbooks from HPM perspective;Sub-problem 2: Investigation and research of moral education value in junior middle school mathematics classroom;Sub-problem 3: Research on teaching measures to promote moral education in junior middle school mathematics classroom from the perspective of HPM;Sub-problem 4: Experimental research on the function of moral education in middle school mathematics classroom from the perspective of HPM.In this study,the questionnaire of mathematical Character and Values of Junior High School students and the Evaluation Scale of Character and Values of Junior High School students were used to investigate the basic situation of students and record the influence of teaching intervention on students.And use the teacher interview record form to understand the basic situation of mathematics teachers in the experimental school to implement moral education.The research framework of this study consists of 8 chapters,including introduction,literature review,research design,investigation,text research,teaching measures,teaching experiments and research conclusions.Of these,the first three chapters are the basis for the subsequent five chapters,and the last five chapters are the practice of the first three chapters.The main conclusions of this study are as follows:The presentation of mathematical historical materials in the fifth edition of sample junior middle school mathematics textbooks deserves attention.The five editions of textbooks all pay more attention to the presentation of mathematical historical materials,and in various learning fields,the presentation of the moral education function of the same content varies from edition to edition,which is one of the effective ways to carry out moral education penetration.The way to exert the moral education function of the sample middle school mathematics classroom needs to be further improved.Most teachers mainly adopt the way of combining teaching and training in class,which is not conducive to the goal cultivation of moral education,and the channels of obtaining class resources and adopting teaching methods need to be further developed.The current sample of junior middle school students in mathematics character and value cultivation is relatively deficient.In junior middle school mathematics teaching,students still pay too much attention to the phenomenon of mechanical learning,too much attention to the score,but ignore the cultivation of students’ thinking,quality,values,and its "rigidity" is more serious.At present,the teaching concept of some sample junior middle school mathematics teachers should be paid attention to.At present,the teaching concept of junior middle school mathematics teachers is still relatively traditional,and the existing professional basic knowledge quality of teachers is one of the difficulties in the effective implementation of the goal of moral education.In addition,the way that teachers conduct moral education also has certain limitations.The teaching measures proposed from the perspective of HPM are helpful to exert the moral education function of junior middle school mathematics classroom.In the teaching experiment,the corresponding teaching design is formulated according to the proposed teaching measures.Through a semester of teaching intervention,the integration of mathematics history has a certain positive inspiration to students’ character and values.