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随着社会的不断进步和发展,学生中独生子女占绝大部分,无比优越的家庭和社会条件,使相当一部分的孩子,自我意识大为膨胀,而对于集体、社会、国家的责任感却相对淡薄。新的课程标准把德育教育放在十分重要的地位,数学的学习除了求知还要求德,除了学会做事还要学会做人。那么怎样在数学教学过程中渗透思想品德教育呢?对此,结合本人几年的数学教育实践,谈一些粗浅认识。一、利用教材内容渗透品德教育数学教材内容蕴含着丰富的教育因素,很多地方都渗透了“德育点”:数学史和数学家的故事;插图和统计图表;应用题的题
With the constant progress and development of the society, the only children of the students make up the vast majority of excellent family and social conditions. As a result, a considerable part of the children have greatly expanded their self-awareness while their sense of responsibility towards the community, society and the state is relatively weak . The new curriculum standard puts moral education in a very important position. In addition to seeking knowledge and knowledge, mathematics learning requires morality. In addition to learning to do things, we must learn to behave. So how to infiltrate the moral education in mathematics teaching process? In this regard, combined with my few years of mathematics education practice, talk about some superficial understanding. First, the use of teaching materials to penetrate the moral education textbook contains a wealth of educational elements, many places have infiltrated the “moral point”: the history of mathematics and mathematicians; illustrations and statistical charts;