浅论小学数学生态课堂的构建

在生态课堂中，小学数学教师只要适当地帮助和引导学生，让课堂尽量遵循师生双方的教与学规律，这样就能让学生学习深入而自然，就能愉悦学生身心，就能为学生的终身学习打下基础。具体做法如下：

一、从学生视角出发建构知识

联系生活实际学习是生态课堂的重要根基。小学数学教学中，我们要尽量从贴近学生生活的角度出发安排学习材料，让学生能够在观察、比较、实验等活动中自然地建构知识，确保学习的效果。

例如，在《认识平行》的教学中，笔者创设了一个学生熟悉的游戏情境：将课前准备好的一小捆竹棒散开，请学生观察其中的竹棒有哪些位置关系。在观察中，学生发现散开的竹棒可以分成两种关系，一种是相交，一种是不相交。而在学生仔细观察不相交的情况之后，笔者请学生将这些竹棒想象成可以无限延长，再次观察和交流的时候，学生提出其中又可以分成两种情况，一种是在竹棒延长之后会相交，一种是仍然不会相交。在这样两次观察之后，笔者跟学生一起揭示“平行”的概念，学生的认识相当深刻。

在这个案例中，笔者不是在数学层面上与学生一起研究平行的概念，而是从游戏出发，让学生在熟悉的情境中寻找生活与数学的联系，这样既激发了学生的学习兴趣，又促进了学生自己去观察，去比较，从而自然建构了平行的概念，这样的学习过程更丰盈，更符合学生的认知特点。

二、从学生体验出发设计环节

生态课堂注重学生的体验，在学习中，不是以知识的传递为唯一目标，而是要注重学生的主观感受，注重学生在学习过程中的表现，让学生自己去尝试建构，这样无论学生的建构过程是否顺利，他们都能在不断探索的交流中得到诸多的体验，从而充实“数据库”。

例如，《钉子板上的多边形》的教学，在出示课题后笔者请学生猜测与多边形面积有关的因素，有的学生认为多边形边上的钉子数决定了多边形的面积，有的认为是多边形内部的钉子数决定了其面积，当然也有学生认为是两方面的因素共同作用。在这样的情况下，笔者请学生以小组为单位，决定研究的内容、方式，以及研究步骤，在统一意见之后随即展开研究。巡视课堂的时候，笔者发现有的小组是固定了多边形内部的钉子，专心研究多边形的面积与其边上的钉子数之间的关系，也有的小组综合考虑两种因素对于多边形的面积的影响。在规定时间内，小组研究的程度更不相同。在随后的全班交流中，几个小组展示了研究过程，其余学生提出自己的想法，说说自己的体会。通过这样的相互启发，相互补充，学生将三者之间的关系准确地挖掘出来。

这是一个自然发展的教学环节，在学生选定了研究内容和研究方式之后，教师只在巡视的过程中给予适当的关注和有限的帮助，最终的研究结果是有的小组成功了，有的小组研究陷入困境，但无论成败，学生都能从别人的做法中受到启发，都能有切身感受，积累必要的经验和认识，推动了对数学学习方法的感悟。

三、从学生发展出发推动交流

课堂交流是生态课堂中必不可少的元素，无论是师生之间的交流还是生生之间的交流，教师只要让学生勇敢地表达自己真实的想法，就能让我们的课堂告别“一言堂”，让学生在广泛交流中弄清知识的真谛，去除内心的困惑。因此在课堂上教师要创造宽松自由的交流氛围，推动学生的自由表达。

例如，在《和与积的奇偶性》的教学中，笔者请学生在两个加数的算式的基础上依次添加一个加数，组成一组算式（每个算式在上一个算式基础上增加一个加数），这些算式的加数个数不同，加数中的奇数和偶数的个数也不相同。在将这些算式展示出来之后，学生展开了充分的交流：有学生表示“我发现算式中增加一个偶数，不改变和的奇偶性，增加奇数就改变”；有的表示“如果连续增加两个奇数，和的奇偶性不变，其实可以用加法结合律将两个奇数结合成一个偶数”；还有的在此基础上更进一步“看和是奇数还是偶数不需要考虑其中的偶数加数，只要看有几个奇数就可以了，每两个奇数加数可以合并成一个偶数，所以数出奇数加数的个数是单数还是双数就能判断和的奇偶性”。在这样的你一言我一语中，学生将和的奇偶性规律揭示出来，而且重要的是他们不但发现了规律，还运用所学知识解释了规律产生的原因，这对于他们深刻领悟规律，将规律纳入教学知识体系，并灵活运用有很大的帮助。

总之，生态课堂的重心是学生的发展，是学生的自然发展，是学生的生态发展。这样的课堂不需要强加给学生什么，不需要给学生限定太多的条条框框，而是需要在学生认知规律上进行自然地引导，粗犷的构建，让学生以自我发展为主线，以融洽的课堂氛围为推动力，实现原汁原味且不失效率的学习。

In the ecological classroom, the elementary school mathematics teacher as long as the help and guide students to appropriately, let the classroom as far as possible to follow the law of the teachers and students both sides of the teaching and learning, which can make students learn better and natural, can cheerful student body and mind, lays the foundation for students' lifelong learning. The specific practices are as follows:

One, from the perspective of students construct knowledge

Contact the actual learning is an important foundation of ecological classroom life. Elementary school mathematics teaching, we should be arranged as far as possible from the perspective of living close to the students learning material, lets the student to observe, compare, experimental and other activities in nature to construct knowledge, ensure the learning effect.

For example, in the understanding parallel teaching, the author created a familiar game situation: students will be prepared before class a small bundle of bamboo stick out, please observe the students what bamboo rod position relations. In observation, students find out the bamboo stick can be divided into two kinds of relationship, one is the intersection, is a kind of disjoint. In students of disjoint after careful observation, the author please students to extend these bamboo stick to imagine can be infinite, again observation and communication, the students put forward which can be divided into two cases, one is after the bamboo stick to extend will intersect, one kind is still won't intersect. After this two observation, the author reveals the concept of "parallel" together with the students, the students know quite profound.

In this case, the author is not on the mathematics level with students study the concept of parallel, but starting from the game, let the students familiar with the situation in looking for a

life with mathematics, both stimulated the students' interest in learning, and promote the student to observe, to compare, so as to construct the concept of parallel nature, the learning process more plentiful, more in line with students' cognitive characteristics.

Second, starting from the students experience the design link

Ecological classroom pay attention to the experience of students, in the study, is not the only target for knowledge transfer, but should pay attention to students' subjective feeling, pay attention to student's performance in the learning process, let the students to try to construct, whether students construct process smoothly, so they can get many experience in continuously explore communication, so as to enrich the "database".

, for example, the teaching of the polygon on the nail plate, after the show the topic the author please students guess polygon area of related factors, some students think the nails on the side www.huayueting1.com www.gzjjgyw.com of polygon count determines the polygon area, some think it is the inside of the polygon nail number determines its area, of course, there are students as two factors work together. In such cases, the author please students in small groups as the unit, decided to study the content, methods, and research steps, then study after consensus. Tour of the classroom, the author found that some team is fixed inside the polygon nails, concentrate on research of polygon area instead of the relationship between the number of nails on the edge, also some team considering the influence of two kinds of factors in the area of the polygon. Within the prescribed period of time, the degree of group study more different. In the following class communication, several groups shows the research process, the rest of the students put forward their own ideas, talk about their experience. Through such mutual inspiration, mutual complement, the relations between and among students will accurately.

It is a natural development of teaching, the students selected the research content and research methods, the teachers only give proper attention in the process of touring and limited help, finally the results of the study is that some group success, some of the team are in trouble, but no matter success or failure, the students can be inspired from the practice of others, can have a feeling, the necessary experience and cognition, promote the comprehension of the learning of mathematics method.

Three, embarks from the student development promote exchanges

Classroom communication is the essential element in ecological classroom, whether between communication and exchange between teachers and students, the teacher let the students express their real ideas, bravely to make our class farewell "them", let the students find out the true meaning of knowledge in communication, remove the inner confusion. So in class the teacher wants to create a loose atmosphere of freedom, promote the students' free expression.

For example, in "and the parity of the product" teaching, the author asked the students on the basis of two formula addend, in turn, add one addend, composed of a set of formula (each formula based on a formula one number increase), the formula addend number is different, the addend the odd and even number is not the same. After showing the formula, the student is a fully communication: www.jich.net www.boxuelun.com a student said "I found that adding a formula even, does not change and parity, increase the odd change"; Some said "if two odd continuous increase, and the parity of the same, it can be used to add associative law combines two odd Numbers into an even number". And on this basis further "see and is odd or even number does not need to consider the even number of them, just look at a few odd, every two

odd number can be merged into one even, so to count the number of odd number is singular or dual can judge and parity". Abacha such a language in which students will be revealed and the regularity of parity, and important is that they not only discovered the rule, and use knowledge to explain the causes of the law, it, in order to understand their profound law should be brought into the teaching of knowledge, and flexible use of a lot of help.

In a word, the focus of ecological classroom is the development of students, is a natural development of students, is the ecological development of the students. This class students don't need to impose what, don't need to define as many rules to the student, but need to be done on the students' cognitive law naturally, rugged construction, let the student self-development as the main line, in harmonious classroom atmosphere, for impetus, realize authentic and do not break the efficiency of learning.