The Theory And Practice Of Optimizing The Ecological Classroom Ecology In Senior High School

Life is the deep core of human existence. The growth and nourishing of life need education. Caring for life must be established as the responsibility and the value orientation of education. To promote the all-round development is the fundamental purpose of education, so education needs to promote teachers and students’ life development, the pursuit of common life value and personality improving and perfecting. Classroom is an important place for teachers and students to carry out teaching activities and to implement education, which should be full of humanistic concern and promoted the development and perfection of life. Ecological classroom is the purpose of the optimization of biological classroom, which against the traditional phenomena in high school biology classroom, such as knowledge centered, single teaching methods, students in a non-dominant position and so on. It emphasizes that the teacher and students’ life development should be regarded as the starting point and destination of education in high school biology classroom. To make students can improve their scientific literacy and accumulation of profound humanistic connotation, improving their perfect personality and quality When they learn biology knowledge in the classroom. So as to reflect the life education value of biology teaching.This essay is divided into six parts.The first part is the introduction. Clarifying the importance and necessity of this topic from the background and value of research, and comprehensively summarizing the domestic and foreign research about classroom ecology. To find out the problems in the existing study, and determine the research goal and direction of this topic.The second part is the interpretation of the concepts. Interpret the concepts of ecology and classroom, classroom ecology and ecological classroom. Put forward the optimization criteria and analyze the basic composition and characteristics of high school biology classroom ecology.The third part provides theoretical basis of optimizing classroom ecology, which form the basic ecological theory and education teaching theory perspective.The fourth part, which puts forward the implementation strategies about the optimization of high school biology classroom ecology. It mainly puts forward the respective optimization from the five aspects about the relationship between teachers and students, teaching environment, teaching contents, teaching methods and teaching evaluation strategies.The fifth part is the diagnostic criteria of the optimization about high school biology classroom ecology. It mainly diagnoses from classroom environment and ecological subjects, teaching information. The diagnosis of the second aspect is mainly aimed at the vigor, organization and resilience of the high school biology classroom ecosystem.The sixth part, which analysis the results of the optimization practice about high school biology classroom ecology. I used a section about "organelles " as an example for teaching practice of classroom teaching research, analyzing the practice effect from diagnostic criteria of optimization and experimental results.