How to return mathematics teaching to the original ecological classroom

Mathematics classroom teaching in primary schools is a process in which students are the main body of mathematics learning, teachers are the organizers and guides of mathematics learning, teachers' teaching and students' learning are unified, and teachers and students participate and interact together. With the deepening of the new mathematics curriculum reform, we review today's mathematics classroom teaching. Because the traditional mathematics teaching has long been studied too deeply, supplemented too heavily, with a set of theories and a trick of methods. Especially since the implementation of the new curriculum standards, we have tried to change our classroom teaching behavior mode with this new idea and concept. The deeper the theory, the more unconventional the method. As a result, the classroom teaching mode is constantly being renovated and clues are constantly being made. The "original ecology" classroom teaching of primary school mathematics is to make the mathematics classroom return to its original nature, be more natural, true and simple, and be less noisy, fancy and impetuous. This kind of classroom, from carving to simplicity, has more normal atmosphere and original ecological charm, which is more conducive to the all-round growth of students and the innovative development of teachers. Today, with the deepening of education reform, it is of great practical significance for us to discuss the "original ecology" classroom teaching of primary school mathematics for strengthening the construction of mathematics classroom.

First, the understanding of the connotation of primary school mathematics "original ecology" classroom teaching

The origin of the word "original ecology" can be traced back to the field of ecological research in natural science. The research focus of this subject is the relationship between organisms and their growing environment. The word "ecology" is called "ecology" in German.

Okologie ",born out of the Greek word" oikos ",originally meant" home "and" residence ". From this, the word "original ecology" itself contains "source" and "

The meaning levels of "foundation" and "origin". It can be seen that the word "original ecology" is borrowed from natural science.

What we are discussing here is the "original ecology" of primary school mathematics classroom teaching, which is its extension and rich connotation. The word "original ecology" can be understood in two ways: "original state", which means "original or original form", and "

Original ecology refers to "primitive" or "original ecology" M. If we use the two phrases "original state" and "original ecology" to interpret the "original ecology" classroom teaching of primary school mathematics, the former refers to the original classroom teaching form, which focuses on the authenticity of primary school mathematics classroom teaching, including the originality of mathematics subject, the original potential of students' learning subject and the original quality of teachers' teaching; The latter refers to the original or original ecological environment system of classroom teaching, emphasizing the occurrence of classroom teaching of mathematics in primary schools.

This paper holds that the "original ecology" of primary school mathematics classroom teaching includes both the original classroom teaching form of 190 and the original or original ecological environment system of classroom teaching, which belong to two different levels of the same problem and are complementary and dialectical unity.

Second, the "original ecology" classroom of primary school mathematics should actively explore the origin of mathematics.

With the deepening and development of the new mathematics curriculum reform, the brand-new concept of the new curriculum reform has brought brand-new classroom teaching, and the curriculum textbooks, teachers' educational concepts, teaching behaviors, teaching methods, teaching practices and evaluation methods, as well as students' learning thinking and learning methods involved in the mathematics education reform have also undergone brand-new changes.

Under the guidance of the new concept of new curriculum reform, the classroom teaching practice of mathematics in primary schools has been constantly innovated and developed, showing such gratifying situations and trends as "stimulating interest", "bringing life into mathematics classroom", "creating situations", "independent inquiry", "cooperative learning" and "multiple evaluation".

However, if we rationally review today's mathematics classroom teaching, we find that there are still some problems, such as the formalization of creating situations, the superficiality of cooperative learning, the complexity of multiple evaluations, the demonstration of normal classes and the performance of open classes, which stimulate interest and lead to more interest and life. In the final analysis, the reason why primary school mathematics classroom teaching has gone into the above misunderstanding is that classroom teaching is still a mere formality, ignoring the essence of mathematics, that is, the origin of mathematics discipline.

The new curriculum standard points out that the classroom teaching of primary school mathematics should conform to the characteristics of mathematical science itself and reflect the spiritual essence of mathematical science. Experts also pointed out that in mathematics classroom teaching, we should "dilute the form and pay attention to the essence" and correctly treat the educational and academic forms of mathematics. So, what is the origin of mathematics? The origin of mathematics discipline includes not only the basic concepts, ideas, methods, modes and means of mathematics, but also the conclusion of mathematics, the formation process of mathematical conclusion and the spirit of rational exploration of mathematics. Therefore, we should base ourselves on the foundation of mathematics, dilute the form of links, highlight the essential attributes, fully tap the particles of teaching content, actively explore the origin of mathematics, let students truly feel the charm of mathematics, turn mathematics into a real mathematics classroom, and let mathematics teaching return to the "original ecology" classroom teaching.

Third, the "original ecology" classroom of primary school mathematics must fully tap the real potential of students' learning subjects.

B.A. Cyxomjnhcknn, a famous educational practitioner and theorist in the former Soviet Union, said in his book "Dedicating all my heart to children": "Every child arouses my interest and always wants to know what his main energy is devoted to, what he is most concerned about and interested in, what happiness and pain he has, and so on." The new curriculum standard also points out that in the implementation of mathematics classroom teaching, students' development and personality differences in the learning process should be fully considered, and teaching students in accordance with their aptitude.

Modern teaching theory also believes that teachers should fully mobilize students' learning enthusiasm, teach students to learn, tap students' real potential as the main body of learning, and let students truly become the masters of learning.

In primary school mathematics classroom teaching, students are the main body of mathematics learning. If teachers want to fully tap the real potential of students' learning subjects, they must objectively respect students' personality differences, put people first and return to the real needs of "humanity". As Suhomlinski famously said, "Let children walk with their heads up" and "Measure students with multiple rulers". Let every student be full of active vitality, let them be exposed to the fresh thinking and source of mathematics, effectively spread the wings of imagination, imagination and creativity, feel mathematics with frank nature, and integrate mathematics with sincere feelings. At the same time, teachers must also let students learn to be independent, awaken, activate and publicize the freedom and truth of students' learning and development. Emancipate students' minds and let them learn to think independently: liberate students' hands and let them learn to practice consciously; Liberate students' eyes and let them learn to observe freely; Emancipate students' mouths and let them learn how to send white-haired people to black-haired people. By giving students some free space and free time in class, students can digest what they have learned. As long as it is necessary for learning, students can be allowed to think independently, practice consciously, observe freely, talk spontaneously, carry out cooperative learning, explore and discuss, so that students' learning nature can be released freely, and then students can enter the "original ecology" classroom of mathematics teaching, which is "the joy of knowing", "the goodness of knowing" and "the slowness of learning".

Fourthly, in the "original ecology" classroom of primary school mathematics, teachers' teaching-oriented authenticity literacy should be effectively improved.

In the "original ecology" classroom teaching of primary school mathematics, teachers should show passion, sincerity, simplicity and brilliant natural charm, show the essence of mathematics, fully affirm students' individual advantages and respect students' individual differences according to students' cognitive habits, starting from students' basic needs and people-oriented, and do not manipulate the classroom with teachers' own teaching presupposition.

The "original ecology" classroom teaching of primary school mathematics does not mean not preparing lessons in advance. It advocates an original ecological teaching in which teachers and students contact textbooks at the same time, cooperate and communicate, and think and explore at the same time. As the organizer and guide of mathematics learning, teachers must effectively improve the authenticity of teaching-led. First, teachers should be loyal to the cause of education, love their jobs and fully reflect the glorious value of life. Only when you are sincerely loyal to the cause of education and sincerely love your work can you actively participate in mathematics teaching; Only by transforming boring and complicated daily work into enjoying the fun of work, can teachers' inner "

The "F-car" of truth, goodness and beauty has become the original charm of "original ecology" classroom teaching of mathematics, thus transforming the academic form of mathematical knowledge into the educational form of mathematical knowledge, showing the aesthetic feeling of mathematics, embodying the value of mathematics, revealing the essence of mathematics, infecting and enlightening students. Second, teachers should lay a solid professional foundation, accumulate teaching experience and constantly explore scientific educational concepts. Primary school mathematics "original ecology" classroom advocates "people-oriented" scientific education concept, pays attention to the all-round growth of students' learning subjects, respects the innovative development led by teachers' teaching, and thinks and explores teaching from the standpoint of both teachers and students. Therefore, teachers must lay a solid foundation of mathematics specialty, master mathematics knowledge, fully grasp the teaching content, learn to understand, feel, reflect, experience, summarize and accumulate teaching experience, constantly explore innovative teaching models and scientific educational concepts, and constantly improve the authentic quality of teaching-led.

Five, primary school mathematics "original ecology" classroom, to effectively create an ecological environment for mathematics classroom teaching.

The new curriculum standard regards the teaching process as a process of communication, liveliness and common development between teachers and students. Primary school mathematics "original ecology" classroom teaching advocates personalized and independent interaction between teachers and students, active and vivid exploration and cooperation between students, teachers and students share their own thoughts, experiences and knowledge, exchange their own feelings, experiences and knowledge, constantly enrich teaching content, explore new discoveries, create themselves and improve themselves. In the "original ecology" classroom teaching of primary school mathematics, it is necessary to effectively create the original ecology or original ecology environment system of classroom teaching, that is, the ecological environment for the occurrence, existence, implementation and development of primary school mathematics classroom teaching. This requires teachers to create a relaxed, democratic, free, harmonious and open teaching atmosphere. On the premise of grasping the essence of mathematics teaching, we should pursue nature, conform to nature, stimulate life, stir up students' thinking, and actively encourage students to express their thoughts, ideas, feelings and understanding. At the same time, teachers are also required to be good at grasping teaching trends, capturing students' feedback information and leading the classroom in time. And through the continuous thinking, exploration, research and practice of primary school mathematics "original ecology" classroom, the quality of life and mathematics literacy of teachers and students can be effectively improved as a whole.

In short, the classroom teaching of "Primary Mathematics-Original Ecology" is to advocate that the mathematics classroom should return to its original nature, be more natural, true and simple, and be less noisy, fancy and impetuous. The return from carving to simplicity is more normal and original, which is more conducive to the all-round growth of students and the innovative development of teachers.