How to incorporate environmental education into junior high school mathematics teaching

The mathematics curriculum standards point out that mathematics is an indispensable tool for people's life, work and study. It can help people process data, perform calculations, reasoning and proof. Mathematical models can effectively describe natural and social phenomena. …The natural phenomena and social phenomena here certainly include natural and social environmental issues. Therefore, it is very necessary and very effective to infiltrate environmental education into mathematics teaching.

"Environmental protection, education first." Organically infiltrate environmental education into mathematics teaching, so that the environmental materials in the teaching materials can be transformed into the environmental quality of primary school students, which will help primary school students establish a good environmental outlook and arouse potential Environmental awareness is conducive to cultivating good environmental behavior among primary school students, truly allowing each of our students to become an excellent environmental guardian and the creator of a harmonious environment.

Combined with my own teaching practice, I will talk about some superficial ideas on how to give full play to the advantages of mathematics textbooks and effectively penetrate environmental education:

1. Process the existing teaching materials , fully explore the content of textbooks for environmental education

Although the primary school mathematics syllabus does not clearly stipulate the requirements for environmental education for primary school students, if we pay attention, we will find that there are still many mathematical contents in mathematics textbooks. It is related to the environment and closely related to people's production and life. We must make full use of ready-made materials in mathematics textbooks, process them appropriately, seize the opportunity, and organically penetrate environmental education. In particular, the new primary school mathematics textbook is rich in pictures and texts, and more than 80% of the illustrations contain rich environmental education content. For example: The following illustrations

Illustration 1: The understanding of "1-5" on pages 14 and 15 of the first volume of the first grade. The picture shows animals taking a leisurely walk in the zoo. You can learn about the animal world in nature by asking students to count, and make students aware of the need to cherish and care for wild animals. Illustration 2: "8 and 9" on page 53 of the first volume of the first grade. There is also a slogan "Love nature and protect the environment" clearly written in the picture. The children, under the leadership of the teacher, are fertilizing and weeding the small trees to create a better environment. Water the flowers and loosen the soil. Through teaching counting, we can make students love nature and cultivate their awareness of protecting living things.

Illustration 3: The "Statistics" lesson on page 109 of the second volume of the second grade allows students to analyze the flow of urban vehicles after statistics, so as to understand the exhaust pollution of vehicles and inspire students to protect the environment. desire to cultivate students' awareness of reducing pollution.

Illustration 4: Exercises on page 99 of the second volume of the second grade: The picture shows children planting trees, and through practice, they purposefully penetrate the awareness of environmental greening.

Due to lower levels of understanding and limited knowledge in lower grades, the environmental education content in textbooks is mainly perceptual and intuitive. Another example is when the fourth volume of the new textbook teaches "Understanding of Numbers Within Ten Thousands", there is such an exercise: There are 1,166 species of birds that have been discovered in my country. And equipped with beautiful illustrations. This is a good opportunity to spread the love and care for birds. I first asked the students to write the numbers, and then asked them to read them. I realized that there are so many kinds of birds in our country, and then asked: "Which birds do you already know? Who can tell me?" The students were very enthusiastic, and I praised them promptly. I really care about the birds. But when I projected reports on the killing of birds, the children became excited and angry, condemning the hunters and complaining about the birds. In this way, the children not only consolidated reading and writing, but also developed a strong awareness of caring for birds.

By reasonably integrating environmental education into existing textbooks, we not only help students learn to answer such questions, but also consciously help students understand the laws of nature and know that the environment is extremely important to human survival and development. , knowing the unremitting efforts made by human beings in the process of utilizing, protecting and transforming nature. In this way, students' awareness of environmental protection will be improved subtly. It can also improve students' correct and scientific understanding of the relationship between man and the surrounding environment, and realize that man is the son of nature, and cannot just regard man as the conqueror of nature. Man and the environment have a mutual destiny and interdependence. On the one hand, we should establish a new perspective on protecting the environment while rationally utilizing the environment, especially establishing the awareness of "sustainable development".

2. Broaden the mathematics classroom and connect it with the reality of life, so that students can get environmental education in mathematics practice activities

Environmental education cannot just stay at the level of superficial understanding and propaganda, but should be implemented to In real life, if environmental education is to be truly rooted in the hearts of children, just 35 minutes in math class is not enough. Therefore, we must also resort to other means, such as surveys, research studies and other mathematical practical activities, to infiltrate environmental education into activities.

(1) Carry out the mathematical practice activity "How Green is My Hometown" to cultivate students' awareness of loving and protecting green (3.12)

In order to infiltrate environmental education into teaching naturally and appropriately, I mainly dig out permeable content from application questions, find appropriate integration points, and integrate them into teaching design. Organically combine the 3.12 Arbor Day to carry out mathematical practice activities to let students understand how green my hometown is. The activities were combined with some specific data on the environmental greening area of ??Shanghai in the past ten years (including campus greening), and the corresponding videos and pictures were presented to let students know how green my hometown is. While appreciating, students also understand the harmonious relationship between people and the surrounding environment and the role of environmental protection. This will arouse students’ awareness of “loving and protecting green”. Find the right time to carry out the research activity "Why do we need to plant a lot of trees? What are its benefits?" and let students find relevant information to understand the benefits of afforestation: producing oxygen, preserving soil and water, eliminating noise, purifying the air, and regulating the climate.

Through practical activities, let students know the close connection between mathematics and environmental protection science knowledge, and cultivate students to develop the good habit of "loving and protecting green". This will cultivate students' good habits of caring for flowers and trees from an early age and not picking flowers and plants, and cultivate students' good environmental ethics of living in harmony with the environment.

(2) Carry out "Water is the Source of Life" mathematical practice activities to cultivate students' awareness of water conservation (3.22)

In conjunction with the China Water Week activities, mathematical practice activities were carried out , let students search for information to understand my country's water resources situation and write a small mathematical diary. Educate students to start from small things around them and combine them with the community to create a quality community. Examples: After a residential building is installed with a water-saving valve, each household saves an average of 2.5 tons of water per month. Based on this calculation, 54 households can save water in 3 months. How many tons? The teaching is combined with students' actual conditions. Before class, students are led to visit water plants and sewage treatment plants to let them know how hard it is to get water and the cost of wastewater treatment. Let students start a discussion: Why does this residential building need to install a water-saving valve? It makes students think that a faucet that cannot be closed tightly can drain tons of water in a month. These numbers written around us should attract our sufficient attention. Educate students to consciously save water in their lives, not to open the faucet too wide when using water, and to close the faucet after use. Learn to use water for multiple purposes, such as using rice washing water to wash vegetables and then using vegetable washing water to water flowers; using laundry water to wipe the floor and flush toilets, etc., and develop the habit of saving water.

(3) Carry out the mathematical practice activity "I offer a solution for environmental protection" to cultivate students' awareness of pollution control and cleaning

Students use tangible, audible and visible practical actions , deeply understood the importance and difficulty of protecting the environment. At the same time, for some students who have potential and are willing to engage in environmental protection in the future, we have created preliminary environmental awareness conditions, allowing them to organically combine knowledge, practice and responsibility, and encourage and guide them to devote themselves to environmental protection.

During the activity, in campuses, parks, streets and communities, students are allowed to consciously carry out various "clean, neat and beautiful" activities that "start from me, from now, from around me and from small things" activities to promote the significance of environmental protection to surrounding students and parents, and let everyone support and actively participate in urban greening construction, so that everyone can become an "environmental protection little citizen". Everyone strives to be an environmental protection guardian and use their own hands to serve mankind. The earth we live on adds new colors.

Cultivating students' awareness and ability to consciously participate in environmental protection activities cannot be formed by just one or two publicity and education or simple preaching and some requirements for environmental protection. Rather, it requires a variety of educational channels and methods as well as repeated participation in practical activities to internalize one's own environmental awareness and externalize it into environmental actions. Therefore, we try our best to combine environmental protection with mathematics in mathematics classes, so that environmental awareness can be infused into every child's mind.