Research On The Teaching Practice Of Mathematics In Junior High School Under The Background Of "Curriculum Ideology And Politics" ——The Case Of Jiangsu Science Edition Textbook

With the gradual advancement of the curriculum reform of Basic Education,the work of Ideological and Political Education has become a key way to further implement the fundamental task of educating people with “Moral Education”.In order to cultivate higher-level and innovative talents,while ensuring that students can master the basic subject knowledge and ability,we should also vigorously develop the construction work of Ideology and Politics,thus the new concept of “Curriculum Ideology and Politics” was born.As a natural discipline with scientific and aesthetic values,the integration of Mathematics with humanities with moral values is itself of great significance and academic research value,and the meaning of “Mathematics Course Ideological and Political” is to cultivate students’ mathematical literacy and enhance their thinking political awareness at the same time.An analysis of the relevant literature reveals that the practical research on Junior High School Mathematics Course Ideological and Political is still insufficient,so to enhance the ideological and political awareness of Math teacher,improve the ideological and political teaching methods of Math teacher,and speed up the progress of Mathematics Textbook Reform,this study explores the topic of “Mathematics Course Ideological and Political” in depth.To achieve the research objective of this subject,different research methods are adopted.In the first place,we use the literature research method to investigate the development of the topic of “Curriculum Ideology and Politics” in China and abroad,and determine the research background,research status,and theoretical basis of this paper;in the second place,Classroom Observation,Questionnaire Survey,and Interview Survey were used to investigate some teachers and students in a junior high school in Yancheng City,to gain a deeper understanding of the current situation of the implementation of the Civics teaching in the junior high school mathematics curriculum;in the third place,the theoretical model of the five articulation points of the Civics in Mathematics Curriculum is constructed by combining the relevant literature and the Civics resources in the textbooks,and based on the model,the typical teaching fragment of integrating Civics Elements in Junior High School Mathematics is cited by using the teaching practice legislation,and the teaching practice example of Civics in Curriculum is given to demonstrate the complete teaching practice process;In the end,the results of the post-practice survey and the paired-sample Wilcoxon Signed-Rank Test are used to evaluate the effectiveness of the teaching practice and to study whether the integration of the Civics element into the mathematics classroom is feasible and positive,so as to conclude some suggestions for improving the teaching quality of “Mathematics Course Ideological and Political”.The results of the study show that: firstly,“Curriculum Ideology and Politics” is a new type of educational concept proposed by my country,and there are currently no relevant literature or policy documents abroad to accurately study the concept of “Curriculum Ideology and Politics”,but this does not mean that foreign schools do not.Pay attention to the ideological and moral education of students,and the civic education,philosophy education,moral education,etc.they discuss,all illustrate the development of Ideological and Political Education abroad;secondly,the majority of teachers say that Curriculum Ideology and Politics is of practical value,but in the process of practice,they repeatedly encounter obstacles,which leads to the fact that the current situation of practicing Curriculum Ideology and Politics is not very satisfactory,and some significant problems are found in the three aspects of teachers,teaching and teaching materials;thirdly,it is of positive significance and feasibility to add the element of Civics in the Mathematics Curriculum.Combining the results of the survey and the practical research,several suggestions are made to improve the implementation of the concept of Mathematics Course Ideological and Political: first,to strengthen the professional level of teachers;second,to reform the current teaching mode;third,to improve the arrangement of the mathematics teaching materials of the Suke Edition.The above conclusions are intended to provide some reference for improving the construction of “Mathematics Course Ideological and Political”.