Teaching Strategies Ecology Education Perspective Middle School Language Reading

The teaching of reading has always been a top priority of language teaching in secondaryschools, if you want to pass the senior high school entrance examination, you have to read. If youwant to pass the college entrance examination, you have to read.which has become the pet phraseof the language teacher in the classroom. But in traditional teaching of Chinese reading in theclassrooms, the teaching objectives are not clear, casual teaching in the classrooms; There are toomuch emphasis on the scores obtained while neglecting the cultivation of students’humanities;They ignore the pleasure the students should feel in reading and the students, resonatewith the author. Teachers in the classroom teaching put more emphasis on control default whichlead to that they can not listen and accept students, unique sound and differentthinking,then they lack vigor and vitality in learning atmosphere;"chalk and talk" inthis teaching mode, the students’ reading interest is weak, routine analysis andinterpretation of the text load to the students can not express their emotion of thearticle; evaluation of teaching is blind single but not creative, and did not play its duerole; the teaching and learning environment is closed, with certain limitations, such asthe issues have not been resolved.Middle language teaching reading in the Education Ecology Perspective is basedon the long-term development of the students which have to pay attention not only tothe acquisition of knowledge, but also to make the student get a balance developmentof their mental development, this sustainable development of the teaching of readinghave to lay a foundation for the development of the students’ lives. It strive to achievethe goal of improving students’ language literacy, to broaden their horizons, toenhance their interest in reading and improve their language achievements. To achievethis goal, it is necessary to build reading teaching ecological classroom and thereading instruction ecological environment, and handle the ecological relationshipsbetween teachers text students properly to improve reading teaching. Ecologicalclassroom teaching reading can start from the teaching objectives, teaching contentand teaching evaluation. While the teaching of reading ecological environment fromthe classroom environment, campus environment, family environment, and socialenvironment, the ecological relationships between the teacher text students throughthe dialogue of the teacher and the text;the teacher and the students and the text.How to allow students to return to the eco-reading, love reading, and readinghappily is the problem that the middle school language teaching of reading in theEducational Ecology Perspective to solve, this study also have a lot of deficiencies, which need to constantly explore.The successful study can provide a good exampleand mode for future language teaching reading.