Creative Teaching Classroom Ecological Research

Since The New Curriculum Reform, the creative teaching, the creative learning, attract theeducational theorists’ and practitioners’ widespread attention and recognition.How to developstudents ’creative thinking, how to build a classroom to develop students’ creativity, to becomeone of the focus of attention. Ecology theory and many other factors affecting the ecology ofclassroom detailed and fruitful to explore to enhance classroom ecology, to improve theefficiency of the classroom, provides the necessary theoretical support and practical guidance.However, research has ignored the creative teaching in the classroom ecological concern that thelack of a correct understanding of the relationship between the creative teaching behavior and itsexistence classroom, which led to creative teaching deviation becomes larger, the actual effect isgreatly reduced.However, reviewing the related research is not difficult to find, whether on the creativeteaching attention, or to the classroom ecological concerns, although its value orientation is thesame, that is for the development of students, but very few people will contact the two to studyup, so that on creative teaching behavior and the relationship between the presence of theclassroom the lack of the correct cognition, and caused people to pay more attention to theexternal form of classroom ecology and the neglect of the creative nature, creative teachingcalled for more consideration of relevant strategies from the technical level and ignore itsecology of classroom requirements. In fact, both the construction of classroom ecological efforts,or creative teaching practice, if not the organic combination of the two, the practical effect ofgreatly reduced.From a research perspective of ecology, by clearing the connotation and essence ofclassroom ecology, this article analyzes the influencing factors of the classroom ecology,explores the classroom ecological implication of creative teaching, in order to build the creativeteaching classroom ecology. In this article, through the research of creative teaching classroomecology, I hope that it will be helpful to broaden the horizons of the researchers of the classroomteaching, to enrich and to improve the theoretical system of the class research and educationecology research, and at the same time provides a new basic material for the reform of school’sclassroom instruction.This paper text can be divided into four parts.The first part is the introduction. More comprehensive combing on creative teaching, therelated research results of ecological classroom, mastered the study present situation and trend ofthe goal and the direction of this study is determined.The second partanalyzes the connotation and essence of classroom ecology. It analysesmainly the ecology and its three laws, and the connotation of education ecology. It puts specialstress on analyzing the four basic characteristics of classroom ecology, namely: integrity,covariance, open and sustainable development.The third part, analyses the influencing factors of classroom ecology, Mainly from fourfactors: the physical environment factor of the classroom ecology, the psychologicalenvironment factors, eachers,students (the way of study).The forth part, in the ken of the classroom ecology’s theory, mainly analyzes theimplication of the classroom ecology of creative teaching, namely various aspects of theclassroom ecology of creative teaching, such as the value orientation, the teaching goal, theteaching process, the relationship between teachers and students, the classroom’s atmosphere, the teaching evaluation and so on.The last past mainly builds the creative teaching of classroom ecology according to fiveaspects following: updating concepts, the classroom environment, the teaching strategies thelearning strategies and the teaching evaluation.