灌州·课堂｜数学篇：在新课程标准下的“共生课堂”实践 MathsSymbioticClass

      冉冉晨雾重，晖晖冬日微。为了提高课堂教学水平，打造“双减”背景下高效、有深度的课堂，提高学生的综合素养，我校数学组的老师们通过“共生”课堂的构建，体现出教学活动是师生积极参与、交往互动、共同发展的过程。

      In order to improve the level of classroom teaching, create an efficient and in-depth classroom under the background of "double reduction", and improve the comprehensive quality of students, the teachers of our school's mathematics group have demonstrated that teaching activities are a process of active participation, interaction, and common development of teachers and students through the construction of a "symbiotic" classroom.

      老师们在实际教学活动中给予学生以人文关怀。提出问题，引导作答，过程中让学生展开合作，进行探究并对自身的看法和意见进行表达，从而对学生的人为素养进行培养。

      Teachers provided humanistic care to students in practical teaching activities.They asked questions, guided responses and allowed students to collaborate, explore, and express their own views and opinions during the process, thereby cultivating students' human literacy.

      日常数学教学活动中，在学生茫无头绪时，就需要老师们进行引导，对他们学习探究欲望进行激发，实施智慧性的提问，通过问题引导学生进行探索。

      In daily mathematics teaching activities, when students are at a loss, it is necessary for teachers to guide them, stimulate their desire to learn and explore, implement intelligent questions, and guide students to explore through questions.

      老师们致力于打造活力课堂，从而激发学习欲望，引导学生积极主动地参与到课堂学习中来，引导学生对自己的所感、所悟、所想大胆的表达。

      Teachers are committed to creating dynamic classrooms to stimulate learning desire, guide students to actively participate in classroom learning, and guide students to boldly express their feelings, insights, and thoughts.

      通过共生课堂的构建，让学生能轻松愉快的学习数学知识，同时让学生能够真正的心中有情、融入情感的学习。共生课堂强调学习者是课堂学习的主体,坚持学路优先，以学活教，以教促学。力求改变课堂教学中的教师主宰、控制的意识,改变学生顺从、依附的地位，把课堂转变为“学堂”，让讲台转变为学生的“舞台”，真正实现学生为中央的课堂，从而给教学以生长的力量，有效地提升学习数学知识的效率，最终为学生终生可持续发展保驾护航。

      Through the construction of a symbiotic classroom, students can easily and happily learn mathematical knowledge. At the same time, students can truly learn emotionally.