Research On The Exploration And Integration Of Ideological And Political Elements In Junior Middle School Mathematics Curriculum

In the general environment of establishing moral education as the task of education in China,the secondary school education which emphasizes intellect over morality is gradually overtaken by the emphasis on intellect and morality,and it is incumbent on every front-line secondary school teacher to strengthen the ideological and political education of secondary school students.In order to truly realize the establishment of moral education,curriculum thinking and politics is an extremely important way to explore the implicit ideological and political elements in each subject curriculum,so that each subject curriculum can silently infiltrate ideological and political education to students in teaching,and truly play the role of teaching and educating people in each subject curriculum is the mission of every teacher.This paper,on the basis of the clarification that the curriculum thinking politics was first proposed in China,is based on domestic Confucianism ideological and moral education theory,Cai Yuanpei’s theory of "five education together" and Xi Jinping’s theory on curriculum thinking politics,combined with foreign Marx’s"theory of comprehensive human development",Dewey’s moral education theory and Herbart’s moral education theory.Based on Marx’s theory of comprehensive human development,Dewey’s theory of moral education and Herbart’s theory of moral education,we conducted a survey on the current situation of integrating ideological and political elements into junior high school mathematics curriculum;we explored the problems and reasons of integrating ideological and political elements into junior high school mathematics based on the survey data;we explored the ideological and political elements of each chapter in the textbook of the eighth grade of the Human Education version of mathematics,and extracted the lesson "Multiplication of powers of the same base The lesson of "Multiplication of powers with the same base" is designed and practiced.This thesis took the form of student questionnaires,teacher interviews,and classroom observations.The student questionnaire investigated the current situation of integrating the Civics element in junior high school mathematics and the current Civics literacy of students;teacher interviews were conducted to understand junior high school mathematics teachers’ perceptions and attitudes toward Civics in mathematics courses;classroom observations were supplemented with the student questionnaire and teacher interviews to further understand the current situation and identify problems.After the students’ questionnaires were returned,SPSS was used to analyze the reliability and validity of the data,and then the 19 questions of the students’ questionnaires were divided into six levels and analyzed descriptively.The thesis concludes that it is feasible and meaningful to integrate the ideological and political elements into the mathematics curriculum at the junior high school level,and that teachers can improve their own ideological awareness and practice the concept of curriculum ideology through the study of curriculum ideology;students can stimulate their interest in learning mathematics and promote their political identity,patriotic consciousness,cultural self-confidence and personality development through the ideological and political elements of mathematics curriculum;schools can further implement the educational requirements of three-wide education and moral education through mathematics curriculum ideological and political education.