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随着课程改革的不断推进,教师已经能自觉地根据“知识与技能、过程与方法、情感态度与价值观”这三个维度设计自己的教学目标。数学课程标准也明确提出:“体会数学与人类社会的密切联系,了解数学的价值,增进对数学的理解和学好数学的信心;具有初步的创新精神和实践能力,在情感态度和一般能力方面都能得到充分发展。”为了关注学生的道德生活和人格养成,情感态度与价值观这一维度的教学目标也越来越受到教师的重视。“情感态度”包含着在数学课中要渗透对学生的品德教育,现在的很多数学课中都加上了品德
With the continuous reform of curriculum reform, teachers have been able to consciously design their own teaching objectives based on three dimensions: knowledge and skills, process and method, emotional attitude and values. Mathematical curriculum standards also made it clear: “Experience mathematics and human society are closely linked to understand the value of mathematics to improve understanding of mathematics and learn mathematics confidence; with initial innovation and practical ability, emotional attitude and general ability Can be fully developed. ”“ In order to pay attention to the students’ moral life and personality development, the teaching goals in the dimensions of emotional attitudes and values are more and more valued by teachers. ”Emotional Attitude " contains the moral education of students in the math class, and nowadays many math classes add morality