1. Understanding the connotation of "original ecology" classroom teaching in primary school mathematics
The origin of the term "original ecology" can be traced back to the field of ecological research in natural science. The study of this subject focuses on the relationship between organisms and their growing environment. The word "ecology" is called "
okologie" in German, which is based on the Greek word "oikos". Its original meaning means "home" and "residence". Extending from this, the word "original ecology" itself contains the meanings of "source", "foundation" and "origin". It can be seen that the word "original ecology" is borrowed from natural science.
We are here to discuss the "original ecology" of primary school mathematics classroom teaching, which is its extension and its rich connotation. The word "original ecology" can be understood in two ways: "original state" means "original or original form", while "
original ecology" means "original or original ecology" m. If the two phrases "original state" and "original-ecology" are used to interpret the "original ecology" classroom teaching of primary school mathematics, the former refers to the original classroom teaching form, which focuses on the true nature of primary school mathematics classroom teaching, including the original nature of mathematics subject, the original potential of students' learning subjects and the original quality of teachers' teaching; the latter refers to the original or original ecological environment system of classroom teaching, which emphasizes the occurrence of primary school mathematics classroom teaching.
in this paper, the "original ecology" of primary school mathematics classroom teaching contains both the original classroom teaching form (true original) and the original or original classroom teaching ecological environment system, which belong to two different levels of the same problem and are complementary and dialectical unity.
Second, primary school mathematics "original ecology" classroom, we must actively explore the origin of mathematics subject
With the deepening and development of the new curriculum reform of mathematics, the 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 practice and evaluation methods, as well as students' learning thinking and learning methods involved in the reform of mathematics education have also undergone brand-new changes.
under the guidance of the new concept of the new curriculum reform, the practice of primary school mathematics classroom teaching has been constantly innovated and developed, showing a gratifying situation and situation, such as "stimulating interest", "letting life enter the mathematics classroom", "creating situations", "independent inquiry", "cooperative learning" and "multiple evaluation" in classroom teaching.
However, if we look back at today's mathematics classroom teaching rationally, we find that there are still some problems, such as formalization of creating situation, superficiality of cooperative learning, complication of multiple evaluation, demonstration of normal class, performance of open class, and arousing interest, leading to more interest, and bringing life into mathematics classroom. In the final analysis, the classroom teaching of mathematics in primary schools has gone into the above misunderstanding because 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 mathematics in primary schools should conform to the characteristics of mathematics science itself and reflect the spiritual essence of mathematics science. Experts also pointed out that in mathematics classroom teaching, we should "dilute the form and pay attention to the essence" and treat the educational and academic forms of mathematics correctly. 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 the conclusion of mathematics and the spirit of rational exploration of mathematics. Therefore, we should base ourselves on the mathematical foundation, dilute the link form, highlight the essential attributes, fully tap the particles of the teaching content, actively explore the origin of mathematics, let students truly feel the charm of mathematics, turn mathematics into a real mathematics class, and return mathematics teaching to the "original ecology" classroom teaching.
Third, the "original ecology" classroom of primary school mathematics must fully tap the true potential of students' learning subjects
B.A. Cyxomjnhcknn, a famous educational practitioner and theorist in the former Soviet Union, said in his book "Dedicating my whole heart to children": "Every child interests me, and I always want to know what his main energy is devoted to, what he is most concerned about and interested in, and what happiness and pain he has. "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 students should be taught in accordance with their aptitude.
Modern teaching theory also holds that teachers should fully mobilize students' learning enthusiasm, teach students to learn, tap their true potential as the main body of learning, and make students truly become the masters of learning.
In primary school mathematics classroom teaching, students are the main body of mathematics learning, and teachers must respect students' personality differences objectively, put people first and return to the true needs of "humanity" if they want to fully tap the true potential of students' learning subjects. As Suhomlinski famously said, "Let children walk with their heads up" and "Measure students with multiple rulers". We should make every student full of positive and active vigor and vitality, so that they can be exposed to the living thinking and source of mathematics, effectively open 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; Liberate students' mouths and let them learn to speak with white hair. 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 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 "happy to know", "good to know" and "slow to learn, but hesitant to lose".
Fourth, in the "original ecology" classroom of primary school mathematics, it is necessary to effectively improve teachers' teaching-led authenticity
In the "original ecology" classroom teaching of primary school mathematics, teachers should show their passionate, sincere, unadorned and brilliant natural charm, show the essence of mathematics, and fully affirm students from their fundamental needs according to their cognitive habits.
Primary school mathematics "original ecology" classroom teaching is not the same as not preparing lessons in advance. It advocates a kind of original state teaching in which teachers and students contact textbooks at the same time, cooperate and communicate at the same time, and think and explore at the same time. Teachers, as organizers and guides of mathematics learning, must effectively improve the authentic quality 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 by being sincerely loyal to the cause of education and sincerely loving your job can you actively devote yourself to mathematics teaching; Only by transforming boring and complicated daily work into enjoying the pleasure of work can teachers' inner "F car" of "truth, goodness and beauty" be transformed into the original charm of mathematics "original ecology" classroom teaching, and then the academic form of mathematics knowledge can be transformed into the educational form of mathematics knowledge, showing the aesthetic feeling of mathematics, embodying the value of mathematics, revealing the essence of mathematics, infecting students and inspiring 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 the scientific educational concept of "people-oriented", 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, be proficient in mathematics knowledge, be able to comprehensively 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.
Fifth, the "original ecology" classroom of primary school mathematics must effectively create an ecological environment for mathematics classroom teaching
The new curriculum standard regards the teaching process as a process of interaction between teachers and students, positive and vivid, and * * * common development. Primary school mathematics "original ecology" classroom teaching advocates individualized and independent interaction between teachers and students, active and vivid exploration and cooperation between students, teachers and students sharing their thoughts, experiences and knowledge, exchanging their feelings, experiences and knowledge, constantly enriching the teaching content, exploring new discoveries, creating themselves, improving and improving. In the "original ecology" classroom teaching of primary school mathematics, we should effectively create the original or original ecological environment system of classroom teaching, that is, the ecological environment in which primary school mathematics classroom teaching occurs, exists, implements and develops. This requires teachers to create a relaxed, democratic, free, harmonious and open teaching atmosphere. On the premise of grasping the essence of mathematics teaching, they should pursue nature, conform to nature, stimulate life and stir up students' thinking, and actively encourage students to express their thoughts, thoughts, feelings and understandings. At the same time, teachers are also required to be good at grasping teaching trends, capturing students' feedback information, and leading the classroom deeper in time. And through the continuous thinking, exploration, research and practice of the "original ecology" classroom of primary school mathematics, the quality of life and mathematics literacy of teachers and students will be effectively improved as a whole.
In short, the primary school mathematics-original ecology classroom teaching 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 students' all-round growth and teachers' innovative development.