Theoretical And Practical Research On High School Biology Eco-classrooms

As the science and modern information technology develop rapidly, human are marchingtowards the age of ecological civilization which is a brand-new historical process. With theawake of ecological consciousness, people strongly wish to establish an ecosystem which ishighly coordinate harmony sustainable for development with both nature environment and socialenvironment, a new scientific worldview----eco-worldview is gradually forming.Eco-worldview, which breaks though pure environmental science as well as humanities andnatural science, permeate into people’s life with cultural patterns, it grasps the relationshipbetween science and humanities with a most wide meaning, bring us a new way of thinking andresearching. When we use this method of thinking and researching to exam and build classroomteaching, we are making an ecological classroom teaching. This essay mainly study onecological classroom teaching of high school biology from theory and practice by usingecological thoughts and views.This essay is divided into seven parts; The first part determines the scope of this essay andintroduce this essay from the background of research, the meaning of research, the method ofresearch and content innovation. By study on the current situation of ecological classroomresearch, this essay point out the drawback of the research involved in our country anddetermines the value and meaning of building ecological classroom in middle school.The second part deeply analyzes the content, feature, structure and function of ecologicalclassroom. Also, this part determines return to the nature, respect autonomy, open and rebuild,harmony and sustainable development should be the features of ecological classroom. Somehow,ecological classroom is a microcosmic ecosystem with the function of sustainable education,promote and guide, information and emotion exchanging.The third part studies on the current situation of biology class in middle school. The authordid research on the phenomenon of ‘ecological and non-ecological’ in biology class of middleschool by paper survey, classroom observation and interview, in order to find out the reason ofits birth and the value of ecological classroom. The fourth part, which introduces the theoretical basis of this research, mainly to find outthe theoretical support of this research by deeply studying on four aspects, the theoretical basisof ecology and educational ecology, human-based psychological theory, constructivist learningtheory and sustainable development theory.The fifth part put forward the educational, biotic, systematic, harmony regular and thechanging of teaching values and improving the relationship between teachers and students,creating better classroom environment, optimizing evaluation methods and enrich teachingresources for improving the ecology of classroom teaching.In the sixth part, the author use regular and strategy of ecological classroom optimizationinto specific biology lessons. At the same time, the author also did practical research ofecological classroom and analyzed the data involved.The seventh part which summarizes, rethink and look ahead the whole process of thisresearch in order to provide new method and view for the innovation of classroom teaching andpromote the progress of other involved research. At the same time, this part has importanttheoretical meaning of enriching content of research on teaching and developing teaching theory,it also has important practical meaning on optimizing the quality and efficiency on classroomteaching.