Ecological Studies High School Geography Classroom Teaching Mode Builds

The current reform of elementary education to the urgent needs of the era of knowledge economy to innovative talents has made a positive response. In1999, the promulgation of " outline on curriculum reform of elementary education " marks in the "inquiry teaching" as the research subject has entered people’s field of vision in our country.A new round of basic education course reform treats "cultivating the students’ innovation spirit and practice ability" as training objectives. Inquiry teaching is an effective teaching method to achieve this goal. At the same time, its disadvantages also gradually revealed. Both technology of classroom teaching and inquiry teaching, the focus remain on the student’s cognitive ability. They both ignore students’emotional experience and life development. When this cannot resolves the problems in real classroom, it must bring innovative classroom paradigm, eco-classrooms arises at the historic moment.Articles about eco-classrooms have sprung up in recent years. Through the comprehensive research, it also exposes some problems, such as the essence of eco-classrooms needs to be further clarified, eco-classrooms evaluation standards need to be perfect, a operable teaching model needs to be constructed and so on.This paper reviewed the eco-classrooms related research theory and practice at home and abroad, summed up of the important thought of and existing problems in the study. On this basis, use marxist theory on man’s all-round development, postmodern education thought, education ecology, the theory of multiple intelligences related research results as the theoretical guidance. Combined with a large number of actual survey, to start a research from two aspects of theory and practice.First of all, by questionnaire as well as a lot of class view, in order to understand the current primary and secondary school teachers to grasp the concept of eco-classrooms and implementation present situation, analyzes the reasons.Secondly, based on the definition of ecological classroom related, preliminary build the ecological classroom characteristics of the system. Using the ecology Angle of view to think of classroom teaching phenomenon, to explain the education teaching. Using students, teachers, teaching contents and teaching environment as a factor of four, constructed with classroom teaching, the integrity and diversity, complexity and symbiosis of generative and openness, flexibility and covariance, harmony and sustainability features, such as life of teachers and students in harmony and sustainable development as the highest value pursue of classroom ecological system.The third, trying to build a "perception experience communication-understanding-questioned thought-accommodation sublimation" eco-classrooms teaching model of basic structure; On this basis, furtherly build the "situational import, passion-the independent inquiry, cooperative promotion-summary evaluation, questioned the speculative-another situation, develop sublimation." Life with characteristic of high school geography teaching of "situation" ecology classroom teaching mode.Finally, in high school geography content required a "thermal circulation" section as the example, this paper expounds the "situational adaptation" ecology classroom teaching mode in high school geography teaching, the application and its teaching effect was evaluated.