课程思政在小学数学中的应用实践探索

Exploration on the Application Practice of Curriculum Ideology and Politics in Primary School Mathematics

摘要: 系统探索课程思政与小学数学教学的深度融合路径，构建具有学科特色的思政育人体系，为落实“立德树人”根本任务提供实践范式。采用混合研究方法，结合行动研究(周期2学期)、个案追踪(选取6名典型学生)、课堂观察(覆盖1~6年级数学课堂)及德尔菲法(咨询10位学科专家)，开发“三维六策”融合模型。通过SPSS 26.0对实验班(n = 120)与对照班(n = 120)数据进行独立样本t检验、协方差分析(ANCOVA)和重复测量方差分析。实验班学生数学核心素养测评得分提升31.2% (p < 0.001)，价值观量表中“理性思维”“创新意识”维度得分较对照班高23.7分；教师思政教学设计能力从3.2 ± 0.6 (5分制)提升至4.8 ± 0.3，开发典型案例42个，形成《小学数学课程思政资源手册》。

Abstract: This study systematically explores the in-depth integration path of curriculum ideology and politics and primary school mathematics teaching, constructs an ideological and political education system with disciplinary characteristics, and provides a practical paradigm for implementing the fundamental task of “cultivating morality and fostering people”. Using mixed research methods, combining action research (2 semesters), case tracking (selecting 6 typical students), classroom observation (covering mathematics classrooms from grade 1 to 6), and Delphi method (consulting 10 subject experts), a “three-dimensional six-strategy” integration model was developed. The independent sample t-test and analysis of variance were performed on the data of the experimental class (n = 120) and the control class (n = 120) by SPSS 26.0. The score of mathematics core literacy assessment in the experimental class increased by 31.2% (p < 0.001), and the scores of “rational thinking” and “innovative consciousness” dimensions in the values scale were 23.7 points higher than those in the control class. Teachers’ ideological and political teaching design ability increased from 3.2 ± 0.6 (5-point system) to 4.8 ± 0.3, developed 42 typical cases, and formed the Handbook of Curriculum Ideology and Politics Resources for Primary School Mathematics.