| Educational ecology, as a branch subject of education, is formed in the1930s with the great influence of ecology on education science which offers us uniquepoint of view and ideology. With a developmental progress of over seventy years,educational ecology has developed a self-contained frame of reference which enablesthe subject to offer new point of vision and academic implement for the research ofeducational phenomenon, the exploring of educational orders and the finding ofeducational evolution trends. Basic theories such as ecosystem, ecology balance andco-evolution are useful in educational issues. The research paper treats classroomteaching as a special kind of biogeocenose. It thoroughly expatiate theoretic issues suchas the connotation, essence, structure and functions of classroom teaching ecology withecological rules and methods. This is significant for its contributions on the newviewpoint and enrichment for didactics theories. Also, the research is of practicalsignificance for its attempt to make an authentic understanding and analysis on actualclassroom teaching ecology. The countermeasures herein will undoubtedly offerconsiderable experience and advices for further researchers.The subject matter of this research is classroom teaching ecology. The researchcovers the connotation, essence, structure and functions of the subject mater. Moreover,it develops three testing dimensions for classroom teaching ecology based on its uniqueessence characteristic and four main functions. The investigation on classroom teachingecology in a high school in Nanchang provides valuable materials for its amelioration.All these efforts are innovative in relevant field and plays complementary role inclassroom teaching ecology research.The essay is consist of five parts. Part1 is the introduction, which make asystematical overview on the relevant research all over the world. It also expatiated onthe cause of selecting classroom teaching ecology as the research object, thesignificance, basic thinking and methods of the research. Part2 is about the connotationof classroom ecology. In this part, essence concepts such as teaching, classroomteaching, ecotypic education, classroom teaching ecology and ecological classroom are expatiated. Several unique characteristics are also discussed herein, including its beingsocial, objective, dynamic and wide open. In part3 the author systematically explainsthe basic structure and functions of classroom teaching ecology. In respect of structure,classroom teaching ecology is contained of teacher population, student population,teacher community, student community and many ecological factors. These factorsinclude physical, vital and factitious ones. Accordingly, they form different dimensionsof ecological environment. The relation among different parts of classroom teachingecology is complicated. Relations among populations involved in a community aremainly commensal one that may benefit unilaterally or mutually. Members of the samepopulation share intramural relation based on their different niches, i. e., the separationand overlapping of niches. The relations between ecological factors and beings arewidely connected as a whole. It is the numerous and complicated structure thatdetermines the functions of classroom teaching ecology. Function as stream ofknowledge indicates the enrichment, conformity, absorption and feedback of knowledge.Functions of being steady and supervisory are also discussed in the essay. In part4, theauthor indicates the status quo of classroom teaching ecology in a middle school inNanchang. The research applies investigation and observation. Its content includes theresearch on harmoniousness of teacher-student mutual actions, effectiveness ofclassroom teaching activities and efficacy of classroom teaching management. Part5 isabout the amelioration of classroom teaching ecology. The author takes the ideas of newcurriculum reform and the view of continuable development as the foundation of themeasurement to be taken. The author put the following three strategies to the readers:Firstly, pay attention to the ecological niches of classroom lives and encourage theirdiversity. Secondly, avoid overprotection and ameliorate classroom ecologicalconditions for the sake of classroom lives' living equality. At last, avert the side effect oflimiting factors on classroom teaching practices for a better classroom teachingenvironment. |
