“建构式生态课堂”是指依据以学生发展为本的教育思想,教学起点符合学生实际,教学目标明确、具体、适切,教学方法与教学资源运用恰当,学习活动设计合理,学生在师生共同营造的适宜的课堂生态环境中,自主学习、互教互学、质疑释疑、共同建构、迁移应用等,获得知识、能力与情感协同发展的课堂。“建构式生态课堂”倾向于建构主义学习的理论,强调以学生为中心,认为学生是认知的主体,是知识意义的主动建构者。 “Constructive Ecological Classroom ” refers to the educational thought based on student development. The starting point of teaching is in line with the students’ actual conditions. The teaching objectives are clear, concrete and appropriate. The teaching methods and teaching resources are properly used. The learning activities are designed rationally. Teachers and students to jointly create a suitable classroom environment, independent learning, mutual learning and teaching, questioning and doubting, construction, relocation and application, access to knowledge, ability and emotional development of the classroom. Constructivism Classroom tends to the theory of constructivism learning, emphasizing students as the center, thinking that students are the main body of cognition and the active constructors of the meaning of knowledge.