High School Geography Ecological Classroom Building

From the late of the 20th Century to the early of the 21st Century, the basic principle of ecology has been utilized in educational field, while the research on educational ecology and classroom ecology is continuously. The novel view has a profound meaning on the reform of primary education curriculum.The content of geographical course has a significant relationship with ecology. The reform of high school geography course concerned on population, resource, environment and regional development, which can help students form correct view on human-land relationship, form sustainable development consciousness as well, it is also one of the major tasks of high school geography teaching. This article is trying to research high school geography classroom from ecological view. On the basic of understanding the research on educational ecology from home and abroad, we try to explain the concept of ecological classroom of high school geography, and summarize the ecological unbalanced problem existing in high school geography teaching. In order to recover unbalanced state of system, and build ecological classroom of high school geography, we put forward not only the principles, including "integrity", "sustainable development", "production", "balanced state"; but also such strategies as "building up harmonious relationship between teacher and student", "paying attention to the integrity of geography teaching", "laying stress on the dynamic production of teacher and student exchange", "forming active ecological environment in classroom", "promoting teachers' professional quality", etc, we also analyze dynamic production of ecological classroom through cases, which not only promotes the ecological development of teacher and student, but also enhance the sustainable development of ecological system of geography education. At last, this article makes a developmental appraise on ecological classroom of high school geography.The "ecological classroom of high school geography" mentioned in this article is not for an invariable model, but for the research on new ideas in order to provide enlightenment and reference for the reform of the classroom teaching theory and practical of high school geography.