Research on High School Mathematics Teaching Design under the Background of Ideological and Political Education in Curriculum - Taking Probability and Statistics as an Example

This article primarily explores the instructional design of the probability and statistics section in high school mathematics within the context of Ideological and Political Education in Curriculum (IPEC). Firstly, it clarifies the principles and frameworks that should be followed in the instructional design of IPEC, and summarizes the instructional design strategies for probability and statistics exercise classes. Secondly, adhering to these principles and following the framework order, the article conducts instructional design by excavating the IPEC elements within the probability and statistics section, defining the IPEC objectives, selecting appropriate teaching methods, and exploring corresponding instructional management and evaluation approaches. Lastly, it provides an instructional design example for new lesson delivery in the probability and statistics section. Based on teaching practice, the effectiveness of the practice is verified through post-test questionnaires and student interviews, with the results indicating that integrating IPEC into high school mathematics instructional design helps enhance students' interest in mathematics learning, improve their mathematical literacy and ideological and moral qualities, and promote their comprehensive development. This practice exerts a positive influence on fulfilling the fundamental task of cultivating students with virtue through education, and can provide certain reference and guidance for frontline high school mathematics teachers in designing IPEC-oriented instructional plans.