The Research Of Junior Middle School Mathematics Teaching Design From The Perspective Of Curriculum Ideological And Political

China has always adhered to the fine educational tradition of educating people first and practicing curriculum ideology and politics is an important way to implement the fundamental task of cultivating morality and cultivating people.The junior high school stage is an important period for the growth of students’ ideological concepts.Junior high school mathematics teachers should actively explore effective ways to infiltrate ideological and political elements with mathematical characteristics into education and teaching,and give full play to the educational function of ideological and political elements in mathematics courses.Through literature research,the ideological and political theoretical model of junior high school mathematics curriculum is identified as four dimensions: "dialectical materialism","patriotism","social responsibility",and "good personality traits.".On this basis,the concept of ideological and political education in mathematics courses will be infiltrated into junior high school mathematics teaching design to achieve the goals of ideological and political education in mathematics.Based on using a questionnaire to understand the current situation of junior high school mathematics teachers’ implementation of curriculum ideological and political education,the main problems in their implementation of curriculum ideological and political education were identified:(1)The path for teachers to infiltrate curriculum ideological and political education in mathematics teaching was single;(2)There are limitations in the perspective of teachers’ integrating curriculum ideology into mathematics classroom;(3)Teachers did not cover the entire process of mathematics teaching with curriculum ideology and politics;(4)The ways for mathematics teachers to obtain ideological and political materials need to be broadened.Aiming at the problems found in the teacher questionnaire survey,this paper proposes strategies for integrating the ideological and political elements of curriculum into junior high school mathematics teaching:(1)Enriching the path of ideological and political infiltration of mathematics curriculum;(2)Broaden the perspective of teachers in integrating ideological and political elements into mathematics classroom;(3)Infiltrating the ideological and political elements of the curriculum into the entire process of mathematics teaching;(4)Expand the ways for teachers to acquire ideological and political elements.Combining the theoretical model and teaching strategies of ideological and political education in junior high school mathematics courses,taking "quadratic function" as an example,this paper proposes the basis and process of mathematical teaching design from the perspective of curriculum ideological and political education,implements the teaching design and practice of integrating curriculum ideological and political elements into junior high school mathematics teaching,and uses two research methods,classroom observation and student interviews,to test the teaching effect,The advantages of practicing curriculum ideological and political education in junior high school mathematics classroom are as follows:(1)It can improve students’ enthusiasm for learning mathematics;(2)Helping to enhance students’ confidence in learning mathematics;(3)To better enhance the depth of students’ understanding of self worth.In teaching practice,further explore the problems existing in the process of junior high school mathematics teachers practicing mathematics curriculum ideological and political education,and propose corresponding teaching methods to enrich teaching strategies.Through this research,I hope to provide help and reference for junior high school mathematics frontline teachers to practice curriculum ideological and political education,and attract more mathematics teachers to pay attention to curriculum ideological and political education and actively practice it.