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江泽民总书记提出向青少年进行中国近代史、现代史和国情教育,这是培养“四有”新人的具有重大意义的措施。数学教学中实施这项教育,是必要的,也是可能的。但应充分根据学科特点,结合教学内容,有机地进行渗透。 一、渗透的两条渠道 1.根据教材内容有机地渗透。粗略统计,现行通用一至十册数学教材中,可渗透“两史一情”教育的例题和习题约90余道,涉及祖国的辽阔疆域,优越的社会主义制度,社会主义建设事业巨大成就,人民生活普遍提高等方面。渗透时,根据编者的意图把握下面几点: 由近及远:中、低年级一般以渗透国情教育为主,高年级扩展为渗透近代史和现代史教育。
General Secretary Jiang Zemin proposed to educate young people on the education of modern history, modern history and national conditions in China. This is a measure of great significance for training new people of the “four origins.” It is necessary and possible to implement this education in mathematics teaching. However, it should be fully based on the characteristics of the discipline, combined with the teaching content, organic penetration. First, the two channels of infiltration 1. Based on the content of teaching material organic penetration. Rough statistics, the current universal one to ten math textbooks, can penetrate the “two histories and one empire” education examples and exercises about 90 Road, involving the vast territory of the motherland, the superior socialist system, the great achievements of the socialist construction undertaking, the people General increase in life and so on. When infiltrating, grasp the following points according to the intent of the editor: From near to far: Middle and lower grades are generally dominated by the education of infiltration of national conditions, while the upper grades are expanded to infiltrate the education of modern history and modern history.