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课堂应该是由学生、教师和教室这一特定的时空环境共同构成的生态系统。生态的课堂应该营造舒适安全的生态场,倡导经济适用的教学环境,追求低碳高质的课堂生活。生态课堂的目的是师生的和谐共长,这种发展是一种生命与思想的自觉,而非功利性存在。那么,引发学习的生态链中的源头是什么呢?自然是教材,教什么比怎么教更重要,而对教材的理解和使用就是一个创造性的工作。因此教师有效解剖教材体系、挖掘教材内涵,从数学本原上进行教学,成为发展学生思维之本、构建生态课堂之基。
The classroom should be an ecosystem of students, teachers, and classrooms, which is a specific space-time environment. Ecological classroom should create a comfortable and safe ecological field, advocate affordable teaching environment, the pursuit of low-carbon high-quality classroom life. The purpose of the eco-classroom is the harmonious coexistence of teachers and students. This kind of development is a kind of self-consciousness of life and thought, but not of utilitarian nature. So what is the origin of the ecological chain that initiates learning? Naturally teaching materials, teaching what is more important than teaching, and understanding and using teaching materials is a creative work. Therefore, teachers effectively dissect the teaching material system, excavate the connotation of teaching materials, and teach from the original mathematics, thus becoming the basis for developing students’ thinking and building ecological classes.