A Survey On Eco-Classroom Of English Reading Teaching In Senior High School

The ecological classroom of English reading in senior high school is based on the ecological classroom as the theoretical framework.According to the relevant theories of ecology,especially the theories of limiting factors,ecological niche and optimum density and so on,it aims to reveal the developing trend and present situation of English reading class in senior high school by studying the present ecological system of English classroom in senior high school.Therefore,the Eco-classroom of English reading teaching can provide some effective solutions for the ecological imbalance in reading class.Under the background of New English Curriculum Standard(2017)for senior high school students,the paper attempts to investigate the current English ecological reading classroom in senior high school.Two specific questions to be addressed are:1.What is the current ecological situation of English reading teaching in senior high school?2.What is the ecological structure of current English reading class in senior high school?In order to answer the research questions,the author collected the data of questionnaire,interview and the classroom observation.Firstly,the students(sample=88)from Taizhou High School were randomly selected to give out the questionnaire.Secondly,in order to help analyze the data,15 English reading lessons were observed,including 8 reading demonstration lessons.Thirdly,the teachers of the observed lessons were interviewed informally and five English teachers were interviewed formally at random.Finally,with the help of data analysis software,the theoretical framework of ecological classroom was used to analyze the relationship and ecological status of main ecological factors in reading class.The following results have been obtained.1.Some ecological imbalances exist in the reading ecological classroom: imbalance between the teaching environment and teaching subjects;imbalance in the relationship between teachers and students;imbalance between teaching content and teaching behaviors;imbalance between teaching methods and teaching concepts;imbalance between the evaluation system and the overall development of students.2.There are two different ecological structures of English reading class and two kinds of relationship among the main ecological factors.The main ecological factors in the reading class include teaching subjects and the teaching environment.In reading demonstration class,there is a co-evolutionary relationship,a chain-like mutual restriction relationship,and a material recycling relationship among teachers,students and the teaching environment.The classroom environment is a semi-open environment where teachers and students can interact with the external environment.The energy flow between teachers and students is two-way,because teachers and students are acting as producers and consumers of knowledge.Secondly,in the daily reading class,the ecological niche of each main factor is dislocated.The teaching subjects are separated from and the teaching environment,and teachers and students pay little attention to the influence of the environment on reading.Classroom environment is closed,and the teachers and the students can not interact with the external environment.The flow of energy between teachers and students is one-way,because knowledge passes from the teachers to the students.In addition,teachers are the main producers of knowledge,and students are the passive readers.Therefore,the former classroom structure is more in line with the ideal structure of ecological classroom.The research shows that the ecological reading classroom in senior high school needs to be improved,and teachers should hold the concept of ecological classroom in order to carry out effective teaching in English reading class.