To Explore The Cultural Ecology Of Language Education

The vitality of culture root in its naturalness since it acts as an independententity. As a vital part of culture, Chinese pedagogy is gradually verified by naturalculture. The exploration for ecocultural Chinese pedagogy stimulates the presentreformation of Chinese pedagogy.The significance of combination between ecoculture and Chinese pedagogyincludes following several aspects:firstly, the research for exocultural Chinesepedagogy could be advantageous to invention and development of Chinese pedagogyand culture;secondly, the research for ecocultural Chinese pedagogy could bebeneficial to promotion of efficiency in Chinese teaching;thirdly, the research forecocultural Chinese pedagogy could benefit erupting of passion in classroom;fourthly,the research for ecocultural Chinese pedagogy would be good to cultivation ofstudents` character;fifthly, the research for ecocultural Chinese pedagogy could begood to the transformation from Chinese pedagogy for knowledge only to Chinesepedagogy for human ecoculture.During a long period, we can hardly find the reflection of human and the valueof natralness, because Chinese pedagogy is deeply impressed by examination-orientededucation so that pedagogy become a kind of activity which deviates from humanityand possess all-mighty. As an important role in undertaking and developing humanculture, and as the basis transmitting the view of continually developing naturalculture, Chinese has to associate with that. In this educational system, every studentwould feel oppression worked by lost of spirit freedom and study being out of hand.Considering ancient Chinese pedagogy in which there exist behavior disregardingcultural naturalness, we can divide it into following several aspects: firstly, the loss ofcultural naturalness in frame of Chinese curricular;secondly, the contamination ofcultural value in Chinese pedagogy;thirdly, the unscrambling pollution of culture inChinese pedagogy;lastly, the circumstance pollution of culture in Chinese pedagogy,So how to solve the constructive problem of the cultural ecosystem in theChinese pedagogy? Firstly, diversity substitutes simplicity that the cultural family ofChinese pedagogy would be fruitful. Chinese is the main field of different culturesinterweave that students would be influenced by all kinds of cultures in the Chineselearning. The Chinese pedagogy, under this rational guidance, not only aims to helpstudents grasp the theme of cultural development in the time of fierce cultural conflict,but also teach the students, during the process of Chinese pedagogy, to observecritically the multi-cultural development. Secondly, to equip the students with correctcultural unscrambling concept. Cultural unscrambling is the immediate problem thestudents confronted with in the process of Chinese learning. Therefore, cultivation ofborderline consciousness in cultural unscrambling plays an important role in thecourse of cultural naturalness construction in Chinese pedagogy. Students, as readers,must have borderline consciousness when they unscramble the text, i.e. we shouldrespect the existence of text, and we can not elucidate text unlimitedly. The aim of thiscultivation is to keep students from compiling at random and misunderstandingrandomly when they are unscrambling the text. Moreover, updating the culturalelement could keep Chinese pedagogy energetic. Unitary culture can lead to the birthof the culture supremacy. Without the impingement of new culture, human cultureincredibly becomes decadent. Renewal means Chinese pedagogy is immited withfresh energy, and means that Chinese culture should stand on the front of culture.Workers of Chinese pedagogy should be encouraged to face the challenge of cultureof new pattern, only in this way, they can provide a vitalized space for students`Chinese study.