The Study Of The Co-construction Classroom Ecological Environment In Colleges And Universities

Improving the quality of classroom teaching is the eternal theme of the reform and development of higher education. Constructing the scientific and reasonable classroom ecology and optimizing classroom environment are unavoidable important issues of deepening teaching theory and actively promoting the reform of classroom teaching in colleges and universities.This paper consists of four parts: the first part includes the first chapter. The first chapter mainly comprehensively expounds research background, research purpose and significance, and the research achievements and progress that at present domestic and foreign scholars have made in the field, introduces in detail the relevant concepts involved in this research and the methods and ideas of this study and points out the direction and logic structure for follow-up study. The second part includes the second chapter and the third chapter. The second chapter takes classroom ecology paradigm shift as breakthrough point, thinking, at present, our country classroom ecological paradigm in colleges and universities is undergoing significant changes: the transition from the traditional classroom teaching ecology to constructive classroom ecology, so the future development trend will be sublimated into ideal co-construction classroom ecology, which emphasizes the development trend from “objection” to “construction” to the inevitable trend of co-construction. This chapter also indicates the different developmental characteristics from the different dimensions: teacher roles, student roles, teaching methods and curriculum resources, especially emphasizes the basic principle of ecology and the theory of the learning community are the theoretical foundation of the co-construction classroom ecology in colleges and universities. The third chapter analyzes the present situation of the classroom ecological environment in colleges and universities in our country from the perspective of synchronicity. This chapter respectively discusses the real state of ecological environment which influences the quality of classroom teaching in colleges and universities from the two dimensions: horizontal and vertical. Horizontally, this chapter examines ecologically the two perspectives of internal and external that impacts the classroom ecology in colleges and universities. The internal factors mainly emphasize the influences of the classroom substance environment factors, psychological environment factors and cultural environment factors. The external factors mainly emphasizes the influences of the family environment factors and community environment. Vertically, this chapter examines ecologically the effective link of the higher education classroom environment and secondary education classroom environment and concretely analyzes the ecological connection of these aspects, for example, teaching environment, interpersonal relationship, learning goals, course contents, teaching methods and so on. Through the systematic study of the two dimensions of vertical and horizontal, this chapter sums up the main environmental factors that affect the classroom ecology in colleges and universities in the thinking way of ideal state, which provides a realistic basis for the subsequent strengthening the construction of co-construction classroom ecological environment in colleges and universities.The third part includes the fourth chapter, the fifth chapter, and the sixth chapter. This part, in theoretical level, tries to construct a theoretical model of the co-construction classroom ecology in colleges and universities. This part mainly analyses environment factors which influence and restrict the construction of co-construction classroom ecology in colleges and universities and expounds it in theory by selecting the three dimensions: classroom substance environment, classroom psychological environment and classroom system environment which have a great influence on the classroom ecology in colleges and universities. The fourth chapter emphasizes the construction of the co-construction classroom material environment in colleges and universities and advocates that we should attach importance to the construction of the natural physical environment in the classroom, classroom teaching time and space environment, and the classroom facilities and equipment. The fifth chapter emphasizes the construction of the co-construction classroom psychological environment in colleges and universities and advocates that we should handle the construction of psychological environment in these two aspects: the control and autonomy ecology between teachers and students and the competition and cooperation ecology between students and students. The sixth chapter emphasizes the construction of system environment of the co-construction classroom in colleges and universities and advocates that it is necessary to strengthen the construction of the management system of the students and class and the construction of standard system of teachers and teacher’s ethics. By expounding the contents of the three dimension in detail, in theory, the writer hopes to provide a relatively complete research ideas and structural framework for the construction of the co-construction classroom ecological environment in colleges and universities and a solid theoretical support for the reform and development of classroom teaching in colleges and universities. The fourth part consists of the seventh chapter. In this chapter, the writer mainly puts forward the effective path of the construction of the co-construction classroom ecological environment in colleges and universities at the practical level. First of all, the writer establishes the value goal of the co-construction classroom ecology in colleges and universities. Secondly, the writer puts forward the basic principles that the construction of the co-construction classroom ecological environment in colleges and universities should follow, mainly including the principles of the integrity and coordination unity, the interaction and symbiosis unity, the dependence and self-organization unity, the openness and sustainability unity and the harmony and dynamic generation unity. Finally, the writer identities the long-term effective mechanism of the construction of the co-construction classroom ecological environment in colleges and universities from different angles of view: education ideas, physical environment, interpersonal relationship, cultural character, curricula, academic pursuit, classroom evaluation and network platform construction, constructs an classroom ecological environment that is full of life vitality for the classroom learning community and provides effective practical basis for improving classroom life quality and quality of life.