Research On The Development Of Middle School Geography Teachers From The Perspective Of Educational Ecology

Teacher development is the inherent requirement of teachers’ self survival and development is a dynamic and long career course. The growth of teachers includes the teacher as a professional development and teacher as individual growth. Teacher’s growth process is closely related to the surrounding environment. The limiting factor in the surrounding environment in different ways in different degrees of development constraints and improve teachers’ physical and mental abilities. Comprehensive geography education and the new curriculum reform have put forward higher requirements for geography teachers. Geography teachers must constantly update and improve their professional knowledge, educational concepts, and teaching ability, constantly updated to face the object of education, educational content, teaching methods, curriculum standards and teaching philosophy, a necessary requirement to accommodate the new era, new curriculum, and new conditions. Education ecology is using the ecology theory and thinking to study the rule and mechanism between education and the surrounding ecological environment. Education ecology provides a new vision for education research and the research mentality, the study of geography teachers’ growth has the theoretical and methodological significance.This paper, based on the Education Ecology, uses questionnaires and observation to understand the ecological status of school geography teacher growth. This thesis puts the high school geography teachers on the ecological niche of education ecological system. From the knowledge structure, aspects of self-renewal ability, professional awareness, relationships, teacher evaluation, school management and school climate, etc, it analyze characteristics of ecological factors affect the growth of high school geography teacher, teacher problems in the growth process and the growth path.The research says:(1)For the ecological value, the natural environment is the most basic external environment of teachers’ growth,it have influence on the cultural attitude for geography teachers; regulatory environment is spiritual environment of geography teachers growing, it regulates teacher’s teaching behavior, scientific knowledge, cultural accomplishment and so on. Many kinds of education ecological environment have provided the material, the energy and the information resource for the geography teacher’s growth. It norms and affect the geography teachers growing ecological place, so as to maintain the teacher growth of ecological balance.(2) Investigation shows that the problem of geography teachers in the growing process is the imbalance of knowledge structure, the lack of ability of self renew and educational belief, interpersonal isolation, occupation burnout, the imbalance of school management, the imbalance of evaluation system of teachers’participation in teaching activities, the imbalance of teaching and research activities, the imbalance of school atmosphere, Teacher training highlights the flowerpot effect. In short, teachers problems in the growth process is mainly the internal structure of unbalanced development, Campus Management ecological imbalance, Teacher Burnout, Teacher training exhibited pots effect.(3) high school geography teachers growth path includes three main aspects:First, high school geography teachers to conduct themselves as individuals ecological restoration. The main strategy is to set up the consciousness of self development, cultivate healthy psychology and personality, culture reflection and innovation ability to promote to homeostatic mechanism for geography teachers. Secondly, Geography teachers through populations of stable symbiosis to avoid teachers niche differentiation, so as to realize its sustainable development. Third, eliminate the limiting factor affecting the development of middle school geography teacher. The main strategy is the formation of the organization and management style, building a supportive environment on campus for geography teacher development, the rational allocation of ecological resources in the teachers development process, symbiotic relationships between species based on high school geography teacher professional community to construct.