The Research Of Primary And Secondary School Teachers’ Learning Style On The Field Of Ecology:

Educational Ecology is an interdisciplinary subject which initiated in the middle of 1970s. It is mainly set education into the natural environment, social environment, and regulatory environment. Then, study the relationship of each ecological factor which between those three ecological environment, human physiological, and psychological environment. The core concept of ecology is sustainable development. Teachers are regarded as the main body of education and teaching, learning of them is also regarded as a typical interrelationship and interaction process between human and human, between human and environment. Learning is going under the multi-dimensional environment of the natural, social and regulatory. Only when they deal with the relationship with the surrounding environment and co-evolution correctly, can they achieve the sustainable development. Nowadays, many Chinese and foreign educationalists and psychologists believe that learning style is the basic variables of learning quality. The learning efficiency of high quality must relay on the learning style of high efficiency. Learning style, as one of the most important elements of teacher learning, is played a pivotal role in the natural development of teachers. Therefore, this study using ecology as the perspective, select a secondary school in Sichuan province as the object of case study. The research methods of this paper are questionnaires and individual interviews. By understanding the specificity of teachers’ practice situation, analysis the characteristics of educational practice, in order to understand the teachers’learning styles. Put forward the countermeasures and suggestions of build eco-teachers learning style. This study follows the structure of theoretical study, empirical study, and countermeasure study. This paper is divided into the following seven parts:The first part:The preface, I will outline the background of this research, analyze and summarize the current situation of this research. I will interpret the ideas, content, and method. At last, I will illustrate the values and significance of this research.The second part:The definition of teachers’ learning style and teachers’ learning style on the field of Ecology. Explain the categories, characteristics, advantages, and disadvantages of teachers’ learning style. Meantime, point out teachers’ learning style on the field of Ecology has some characters, such as self organization, diversity, sustainability and so on. The third part:Investigate and analyze the main problems of primary and secondary school teachers’ learning style. Investigation include the basic situation of teachers, the teachers’learning situation, teachers’ education and teaching emotional attitudes, teachers’ self-development consciousness and demand. And I found some problems, which involved teachers’ education and training, their passion to treat education, the evaluation of teachers’ management, teachers’burnout to their job and so on.The fourth part:From the view of ecology, summarize the main problem in primary and secondary school teachers’learning style systemically. Firstly, the problems of teachers’ own learning concept, which include lack of theoretical knowledge, learning efficiency is not high; lack in the ability of reflection, the capacity of writing is weak; their passion to treat education is not high, lack of the consciousness of self-development. Secondly, the problems of school management system, including teaching and research and training are superficiality and formalization; teacher evaluation is single and formal; the contradiction between work and study is obvious, teachers’ occupational stress and so on. Finally, summarize some problems of learning culture in the group of teachers.The fifth part:The ecological analysis of the existing problems of primary and secondary school teachers’learning style. First of all, teachers’ concept is ecological imbalance, which including teachers’ psychological toleration is imbalance and teachers’ emotion is "the effect of a bucket of water". Secondly, the ecological imbalance between teachers and the school system, which including the imbalance between teachers training and the demand of teachers, also including the school management system and teacher evaluation suppress teachers development. Finally, cultural dissimilation between the teacher groups, which including "Flowerpot effect" of teachers development and the dissimilation relationship between the teacher groups.The sixth part:The real path which is promoting the primary and secondary school teachers’ learning style transformation on the field of ecology. From the ecological perspective,I will propose the feasible advice and strategies for achieving the teachers’ learning style transformation. It is including the following three aspects:teachers themselves should build ecological learning concept; school management should construct the ecological system of teacher learning; school also should create the ecological culture of teacher learning. All those above can promote the transformation of teachers’learning style, and achieve their learning style sustainable development.The seventh part:The concluding remarks. I will reflect the former research, summarize the harvest and deficiency, and propose the thought and prospect for the future further study.