First, the classroom should be free and free.
The teaching practice of primary school mathematics tells people that only when our primary school students feel free in the realm of classroom learning can their interest in learning be stimulated in a real sense, and their learning classroom can really use ecological forms. This requires our teachers to do every detail in the class well and make our pupils feel at home. First of all, we should try our best to introduce new teaching skillfully. Ingeniously introducing new teaching can make our primary school students enter a state of unrestrained learning at once; Clever introduction can make our pupils as fearless of tigers as "newborn calves"! Although the knowledge of mathematics learning, the solution of physical mathematics thinking and mathematical problems, and even the establishment of emotional attitude are unfamiliar to primary school students, when our primary school students enter an ideal unrestrained learning state, our students can always quickly become familiar from strangeness. Third, the promotion of mathematics curriculum flow should be unrestrained. The promotion of mathematics classroom, for primary school students, should be a natural life experience journey for students. As a teacher, we should respect students' learning psychology, learning philosophy and learning rules; We should respect the autonomy and initiative of the teaching process; Actively seek vivid classroom scenes. If we lose respect for students, the construction of ecological classroom will be impossible. Respecting students is the minimum standard of teachers' morality in mathematics classroom teaching. If we respect every living thing, students can swim in the infinite ocean of knowledge.
Second, students should be happy in class.
As we all know, in mathematics classroom teaching, we must let our students solve certain mathematical problems, and we must be cautious and rigorous in solving mathematical problems, and there must be no falsehood. Does this mean that our primary school students have been in a state of meditation in the process of solving problems, and only when the problems are solved can we have the joy of success and enjoy the fun of success? I don't think we should ever do this. We should try our best to make students feel happy in the process of solving math problems and let them solve math problems happily. As long as we let our students do math happily, we should not worry about our students solving math problems happily. For example, the author tries to let our students master the statistical process of simple data. There are some newspapers and magazines around our students. It is helpful for students to read articles with statistical charts in newspapers and magazines. In teaching, I arrange for students to collect articles with statistical charts in their newspapers and periodicals in advance, and then let them read them fully, and ask them to try to explain the contents expressed in statistical charts in their own language on the basis of reading. Then let the students communicate in groups and classes. Practice makes me feel that this can make our primary school students experience the role of statistical charts in the actual background in an interesting and effective way, and students are not happy! More importantly, our primary school students can only deepen their understanding of statistical charts and the problems they represent in practical operation, which is actually to let our primary school students experience "mathematicization" in the process of happily solving problems.
Thirdly, interaction and cooperation are an indispensable part of ecological classroom.
The new curriculum standard points out: "Teaching activities are the process of active participation, interaction and development of teachers and students." To practice the basic idea of this course, we must strive for the happiness of interaction and cooperation between teachers and students and between students in classroom teaching. Close cooperation between teachers and students is needed, and the premise of such close cooperation should require our teachers to work hard for such a goal: to grasp the "soul" of mathematics knowledge, not only to effectively guide students and teachers to experience exploration and success through clever design, but also to grasp the key points and ask questions, so that students can have doubts from teachers' questions and inspire students to think and discover. In addition, students must be encouraged to exchange their ideas and experiences with teachers and peers, especially for our students to express boldly. In this way, our students' thinking can experience certain challenges and form certain mathematical ideas. For example, when teaching statistics and probability, we always let students play the game of touching the ball. Before students touch the ball, we always don't tell them the number of balls of different colors in the bag, only tell them that there are only two kinds of balls in the bag, and only ask them to touch the ball and touch it repeatedly. Students always feel when they touch things around them. Then let our students talk about the feeling of touching the ball with their peers. In the communication, students will unconsciously say the number of balls of different colors, that is, their respective proportions, and then estimate the number of balls of different colors in the bag.