The Construction Strategy Of Junior Middle School Mathematics Ecological Classroom Is Studied

The new curriculum reform calls for hard practice of the student-oriented teaching concept and cultivation of sustainable development.However,in real junior high school mathematics teaching,more attention is paid to students' achievements,and students' sustainable development is not reflected.In such an environment,we should study and improve the educational phenomena through ecology,analyze the internal and external systems of classroom teaching by ecological methods,and promote the development balance of teaching.From the perspective of educational ecology,junior high school mathematics classroom is based on respecting students,following the laws of classroom teaching and students' physical and mental development,promoting the harmonious construction among teachers,students and the environment based on the classroom,thus achieving the ecological balance of the classroom,making classroom teaching present a positive and healthy development trend and realizing the sustainable development of teachers,students and classroom environment.It should have the characteristics of true harmony,vivid life and overall promotion.It should follow the five principles of educational ecology: the law of limiting factors,the effect of flowing water in a pool,the principle of educational niche and coevolution,the principle of flowerpots effect and the principle of diversity.Under the guidance of the theory of educational ecology,this study compiled a questionnaire on the current situation of junior high school mathematics classroom.Taking the students of a school in Yichun City,Jiangxi Province as the survey object,through questionnaire survey,classroom examples and interviews,the following non-ecological phenomena were found in junior high school mathematics ecological classroom: ignoring the "law of limiting factors",hindering the improvement of students' mathematics ability,such as unreasonable seating arrangement and lack of mathematical cultural knowledge in mathematics classroom teaching;Neglecting the "one pool of flowing water effect" and belittling the supplement of extra-curricular knowledge,such as the irrationality of the use of multimedia and the renewal of teachers' teaching ideas,will take some time.Neglecting the "educational niche principle and co-evolution theory" will affect students' all-round development,such as prominent problems in the teaching process;Neglecting "flowerpots effect" hinders the development of teacher-studentrelationship.For example,teachers do not pay enough attention to students and students' discourse power in classroom education is unbalanced.Ignoring the "diversity principle",the evaluation system is single.Therefore,this study analyzes from five dimensions of "law of limiting factors","one pool of flowing water effect","educational niche principle and co-evolution theory","flowerpots effect" and "diversity principle",and thus puts forward strategies for constructing junior high school mathematics ecological classroom.From the aspect of "law of limiting factors",this paper puts forward to optimize the classroom environment of junior high school mathematics,such as reasonably arranging seats and improving the atmosphere of classroom mathematics cultural knowledge.From the aspect of "one pool of flowing water effect",this paper puts forward to pay attention to the flow of teaching information,such as improving the rationality of teachers' teaching tools and changing teaching concepts;From the aspect of "educational niche principle and co-evolution theory",it is proposed to perfect the teaching process: learning,thinking,doing and saving;From the aspect of "flowerpots effect",it is proposed to construct ecological teacher-student relationship,such as teachers should learn to listen and students should have the courage to express themselves.From the "diversity principle" aspect,it is proposed to construct an ecological classroom management evaluation system,such as diversified evaluation methods,attention to timing and diversification of evaluation subjects.