Research On The Construction Of Elementary Mathematics Ecological Classroom

The elementary school mathematics ecological course is a dynamic circulation system composed of educators,learners and course environment.The ecological factors maintain a dynamic balance between the flow of matter,energy and information.This study is guided by the theory of educational ecology.It mainly uses the methods of literature,questionnaires,interviews and classroom observations to find out the non-ecological phenomena existing in the mathematics course teaching in primary schools,and analyzes them with ecological principles to improve the ecological course.The combination of theory and primary school mathematics education practice.In the process of research,the new mathematics teaching in primary school should establish new ideas such as open education concept and focus on improving classroom spiritual environment.On this basis,several strategies for constructing primary school mathematics ecological course are put forward.This paper consists of five parts: The first part focuses on the research origin and research significance,and summarizes and organizes the relevant research results at domestic and abroad,and summarizes the main methods of this research;the second part belongs to the theoretical basis of this research,mainly explain the theoretical basis,core concept definition of primary school mathematics ecological course and the main characteristics of primary school mathematics ecological course.The third part conducts on-the-spot investigation on mathematics course teaching in two primary schools in XianYang City.Through objective analysis of the survey data,the author found that the primary school mathematics ecological course has a monotonous physical environment,a boring human environment,teachers' preparation machinery,outdated teaching methods,rigid student learningmethods,evaluation-oriented teachers,evaluation methods and single content.Ecological phenomenon.These problems hinder the common development of teachers and students.By using ecological theory to analyze its causes,the author finds that the current primary school mathematics course ignores the law of tolerance,neglects the niche principle,ignores the principle of species diversity,and is limited to the flower pot effect,which leads to the emergence of non-ecological problems.The fourth part is aimed at the non-ecological problems arising from the mathematics course in primary schools.It proposes an effective strategy for constructing the mathematics ecological course in primary schools: the course preparation environment should optimize the course environment and refine the content of preparation;the teaching process should establish an open teaching concept and teachers' diversified teaching.Students' interesting learning;the evaluation stage of teaching should pay attention to the main points of evaluation of subject diversification,comprehensive evaluation content,and diversified evaluation methods,in order to create a dynamic and loving primary school mathematics ecological course.The fifth part summarizes and summarizes the research process and research results.