The Study On Geography Classroom Ecology Of The Senior High School In Kaifeng City

Over the 20^th century, With the fact that concept such as"ecology","harmony"and"health"has deeply rooted among the people, ecology has already exceeded the Biology category and permeated many fields as a strong theoretical analysis tools. Ecology ideas, viewpoints and methods are increasingly being borrowed and transplanted, ecology has been more and more widely applied as a new type of increasingly common methodology and ethics. Educational ecology, born in the 1960s and 1970s, just is a subject which uses ecological principles and methods to study education phenomenon. The birth of education ecology is not only the outcome of ecology development and differentiation, but also the start that education researchers consciously use the principles and methods of ecology to study education problems. In the process of using the basic principles of ecology to study education system and exploring how to make teaching more effective, researchers have put forward ecological classroom, that is"classroom ecology". Classroom ecology refers to using the basic principle of ecology to think relations of actors in the system, and relations between the actors and other elements in the system.This paper mainly used ecology'dynamic balance, interdependence, co-evolutionary theory , the law of limiting factors, tolerance of the law and the most moderate principle, Allee's law, to think the day-to-day class phenomenon and widespread problems in high school, to analyze their associated factors in high school geography class, to explore ecological laws of the high school geography class, which provides theoretical support and technical guidance for the timely detection, resolution and control Geography Teaching, and makes"teaching"and"learning"coordination, symbiotic, effective development.Referring to the research results of education ecology and classroom ecology at home and abroad, this paper have done more in-depth analysis and study on the high school classroom ecology in Kaifeng city. The full text was divided into six parts:Part I, Introduction, mainly introduced the research background, research significance, research thinking, research methods, and the sources of information in this article.Part II, Review of the study on classroom ecology, firstly introduced classroom ecology's inherent meaning, and then reviewed the research progress and the problems of classroom ecology at home and abroad.Part III, Classroom ecology's components, basic theories and features, mainly analyzed Classroom ecology's components, basic theories and features, and discussed the mutual relations between main components——classroom environment, teacher and students.Part IV, Investigation and Analysis of geography classroom ecology of the senior high school in Kaifeng city, from the perspective of ecology, this part investigated the physical environment, human environment, information environment, time environment of high school geography class, and the classroom teacher-student interaction, psychology, conduct of New Century high school, attached Middle school of Henan University, fifth middle school in Kaifeng City, and made reflections and attribution analysis.Part V, Construction of geography classroom ecology of the senior high school in Kaifeng city, according to the survey, this paper proposed the feasible strategy of building high school geography classroom ecology: establishing correct conception of education, to regulate and control teachers'conduct in the class; examining classroom by ecological thinking, to promote the classroom dynamic equilibrium; using psychological theory, to manage the classroom scientifically; exploring effective teaching strategies, to stimulate students'learning potential; exploring teaching model of the geography classroom ecology, to improve teaching efficiency.Part VI, Conclusion. This part summarized research findings and results of this paper, and also pointed out existing inadequacies and outlook.