A Study On Middle School Mathematics Teaching Practice From The Perspective Of Curriculum Ideology And Politics

Mathematics,as a traditional natural subject,contains great ideological and political value.In order to fully implement the Party’s educational policy and effectively implement the pattern of "three complete education",the mathematics classroom in junior middle school should also infiltrate the ideological and political education.This paper takes rational numbers as an example to carry out an action research on junior middle school mathematics teaching from the perspective of "curriculum ideology and politics".Based on the socialist core values,the values of mathematic education and the theory of invisible education,this paper constructs the theoretical model of middle school mathematic curriculum ideological and political theory,and analyzes the implementation status of middle school mathematic curriculum ideological and political theory by questionnaire survey and interview,and finds the following problems:(1)students do not have deep feelings about mathematic culture;(2)Students are not interested in the ideological and political cases of mathematics;(3)Students’ active participation in class is not high;(4)Students are used to receiving information passively rather than studying actively;(5)Students’ awareness of mathematic application and research is weak.At the level of teachers,problems such as their undiversified understanding of curriculum ideology and politics and their low awareness of penetrating discipline value are also exposed.In order to solve the above problems,according to the curriculum ideological and political implementation framework and teaching basis,this paper carries out two periods of teaching practice taking rational number unit as an example.Conduct questionnaire and interview survey immediately after practice,and then evaluate the practical effect of teaching qualitatively and quantitatively.The results show that mathematic teaching based on curriculum ideology and politics is feasible and effective.The specific performance is:(1)The integration of mathematical culture can stimulate students’ patriotic feelings,national pride and enhance their cultural confidence;(2)The teaching introduction of social news and living situations can stimulate students’ practical consciousness,understand the close connection between rational numbers and life,and experience the application value of mathematics;(3)Through the teaching method of teacher-student interaction and cooperative exploration,students’ classroom participation has been significantly improved,and students’ collective responsibility has been deepened;(4)Teaching can guide students to think independently,break through their thinking patterns,improve their knowledge and understanding of rational numbers,promote students’ perception of dialectical thought in mathematics,exercise their rational spirit,and cultivate their innovative character.