The Investigation And Study Of Ideological And Political Courses In High School Mathematics Teaching

With the continuous development of the times,educational enterprise in our country is also improving constantly,which puts forwards higher requirements for education at the same time,for example,carrying out the fundamental task of "foster virtue through education",giving priority to education development and realizing "Three all-round education".In the report of the 20 th Party Congress,a new reference to "strengthening the building of a strong education country" is further proposed.Therefore,it is important to integrate curriculum thinking into teaching.Reference to existing domestic and international literature,and based on the concepts of ideological and political courses,hidden curriculum,moral education,and the theory of comprehensive human development,this paper investigated and studied five ideological and political elements,such as cultivating students’ patriotism,scientific spirit,humanistic spirit,materialistic dialectic view,and good personality quality,explored the rich resources of ideological and political elements hidden in the high school mathematics curriculum,and summarize the principles and strategies for integrating ideological and political courses into high school mathematics teaching,mainly including the following work:Firstly,we prepared corresponding student questionnaires and teacher interview outlines,and selected students at the high school level as well as front-line mathematics teachers for the survey study.The data collected is summarized as follows:(1)students support the integration of ideological and political courses and classroom teaching,and hope that teachers can teach more relevant resources in their teaching;(2)in terms of the overall educational environment,there is not enough attention to ideological and political education,but front-line teachers have a positive attitude toward the significance of ideological and political education;(3)some teachers’ awareness of ideological and political education are inadequate;(4)influenced by external objective factors such as teaching pressure,there are certain difficulties in implementing ideological and political education within schools.We also analyzed the problems and reasons of integrating the ideological and political courses into high school mathematics teaching.Secondly,based on the information feedback from questionnaires and interviews,we put forward the principles and strategies for the integration of ideological and political courses into high school mathematics teaching.In terms of principles,we should follow the principles of student development,keeping up with the times and flexibility;in terms of strategies,on the one hand,we should improve the traditional ways of integrating ideological and political courses into high school mathematics teaching,such as changing educational concepts,creating smart classrooms and permeating mathematical culture,etc.On the other hand,we should build the implementation paths of integrating ideological and political courses into high school mathematics teaching,such as improving the relevant management system,improving teachers’ own moral cultivation,teacher-student communication,joint improvement,home-school education and implementing multi-channel education.Finally,we selected the function unit as an example,explored the ideological and political elements contained in the high school mathematics function unit,explored the integration point between ideological and political courses and high school mathematics teaching,prepared some teaching design fragments,and finished a complete teaching design taking "Application of Functions" as an example.