Chinese Ecological Classroom Teaching Exploration

"Basic education curriculum reform program (Trial)" pointed out:"Teachers should respectthe students personality, pay attention to individual differences, meet the learning needs ofdifferent students, guide the students to actively participate in the creation of the educationalenvironment, stimulate the learning enthusiasm of students, cultivate students’ attitude andability to master and use the knowledge. If so, each student can obtain the full development." Tointerpret the new curriculum values, the keywords are: life, ecology, development. With thereformation of curriculum, teachers are requested to constantly improve the ways of teaching andlearning in the classroom, build democracy harmonious teacher-student relationship, payattention to students’ life development, and construct "the Chinese harmonious ecological class".The formation of the students language ability is difficult for us to complete, onlydepending on the classroom and text book. Discussion on language teaching in the past has notbeen able to go beyond the "three textbooks, teachers, classroom centre", has not broken themode of a blackboard, a piece of chalk, teaching material. This causes teachers workloadincrease exponentially, students learning quality not being improved obviously, the knowledgelearned in the class not adapting to the plenty of language materials in our life. Because of thelittle extracurricular reading, students will be limited to a very narrow space, which can not meetthe college entrance examination, but also can not meet the needs of the future social work.Therefore we must carry out open Chinese education, construct a Chinese "ecologicalclassroom" pattern, base on the class and break the class limitation, let the students go into thevast world of Chinese, actively explore its beauty and mystery, so that we can really achieve thequality education---ability training, intellectual development, development of personality,healthy personality.In view of this, this article launches the elaboration from following four parts:The first part is about the research of "ecological classroom" at home and abroad. Weshould understand some general views, have a comprehensive understanding of the current"ecological classroom" teaching situation and have a definite object in view. The first part alsomakes a definition to the "ecological classroom ".The second part elaborated the teaching significance of Chinese "ecological classroom”, thevalue pursuit of Chinese "ecological classroom". Chinese "ecological classroom" is beneficial not only to the student life development, but also to the professional development of teachers.The third part is the explanation of Chinese cultural characteristics of "ecological classroomteaching." I come here to have a discussion together with you on "cultural characteristics ofecological classroom", combining my10years of teaching put into practice with abundantexamples and cases. Chinese "ecological classroom" is emotionally moving classroom, onewhich is filled with wisdom and dialogue teaching, heading toward the life classroom.The fourth part is the explanation of Chinese "ecological classroom" teaching strategies.This part is the focus of the paper and based on the first three parts. It summarizes the currentresearch, discusses the several types of middle school Chinese "ecological classroom" teachingstrategies, in order to provide some reference and help to the current "ecological classroom" inmiddle schools. Combined with the teaching practice, I made an exploration and now I wouldlike to discuss how to carry out the "ecological classroom" teaching with you.The first is to create Chinese "ecological classroom" emotional atmosphere. Chinese"ecological classroom" to guide reading design,"cited reading" the purpose is to arouse theinterest of students."The purpose of guide reading" two is also the understanding of the textcontent, but also speech, before the class immediately comment, share with students.Secondly, we should create a Chinese "ecological classroom" environment for students toexperience. Chinese "ecological classroom" should include the design of appreciating andreading. Purpose one is to let the students appreciate the text theme, and the second is to let thestudents creativity make up for the text blank. This can help us activate the text content, create asimilar situation, arouse the life experience, lead students into the text and also place ourselves inthe author’s position.Then, we ought to promote the Aesthetic feeling of the "ecological classroom". Chinese"ecological classroom" should have the reading design, which emphasizes realizing reading,pays attention to feeling, and experiences the taste. We should go deep into the text world, letstudents understand the text in realizing the significance, construct their own world, cultivate thesoul and sublimate their own emotional experience. We can also allow students to read throughthe report, communicate by writing and then improve themselves. This is the purpose of teachingand learning.