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在数学教育中对学生进行德育的问题,是当前国际数学教育改革潮流中研究的一个重要课题。这并不是让教师在数学课堂上进行一种说教,而是寓德育于数学教育,在数学教育中渗透德育。在数学教育中进行德育是与数学教育自身的特征相关的。在小学德育中,除了直接通过德育课程来传授一定的道德知识外,把道德内涵的教授和尊重学生的理性能力和自主意识有效的结合起来,即学科中渗透德育是其中的一条不可忽视的重要途径。数学学习的过程无时无处不是学习道德的过程,因为这其中既有个体生命能量的投入、积极情绪的感受、自我尊严的确认,又有群体交往中的合作与分享、奖励与惩罚、信守与承诺、纪律约束与意志磨练等。
The problem of moral education for students in mathematics education is an important issue studied in the current tide of international mathematics education reform. This is not to allow teachers to conduct a math class in a preaching, but rather moral education in mathematics education, moral education in mathematics. Moral education in math education is related to the characteristics of math education itself. In primary school moral education, in addition to imparting certain moral knowledge directly through moral education curriculum, the combination of moral connotation professors and respecting students’ rational ability and autonomy consciousness, that is to say, penetrating morality in the discipline is one of the important things that can not be ignored way. The process of mathematics learning is a process of learning ethics from time to time because it includes not only the input of individual life energy, the feeling of positive emotions, the recognition of self-dignity, but also the cooperation and sharing, reward and punishment in group exchanges, And commitment, disciplinary constraints and will to hone and so on.