The Research On Ecological Classroom Of Spoken English Teaching In Senior High Schools

This thesis concerns about spoken English teaching in senior high schools atZengcheng Guangdong Province, which has applied the ecological classroom pattern.The thesis bases on how to address the following problems: what is the ecologicalclassroom of spoken English teaching in senior high schools? Why is the ecologicalclassroom applied? How is the status of teaching in senior high schools? How are thequestionnaires? How to realize the ecological classroom in senior high schools? Atfirst, we completed questionnaires for the students and teachers to understand theirsituation on learning spoken English and teachers’ work respectively as well asseveral factors about the ecological classroom. Also we never forget the reliability ofthese two questionnaires and several different factors among them. Each questionnairehas twenty questions separately and there are six parts with students’ and teachers’questionnaires respectively. They can divide into six ways: learning methods, learningresults, learning effect, classroom environment, interaction between teachers andstudents, and interaction among students, which are all on the students’ part. Andteachers’ part has six aspects: teaching skills, teaching methods, teaching effect,teaching evaluation, classroom environment, and teachers and students’ performance.Secondly, we interviewed some students and teachers about their opinion on thespoken English teaching and learning so as to combine the quantitative analysis andthe qualitative analysis. That is to say, we apply a document-data method, aquestionnaire survey, an interviewing method, an experimental approach, and astatistical analysis method to draw conclusion about these phenomena. Then,compared the two surveys, we can find out definitely that the ecological classroom isconducive to improve students’ academic record on spoken English. However, underexam-oriented education, we may treat the exam as a stimulus for students andteachers on learning and teaching about spoken English. Undoubtedly, we would notcancel our exam at present. And positive attitude is helpful for us to confrontproblems from the spoken English learning. The most important one is to improve ourattitude to make our class much more vigorous. Thus, we construct our available ecological classroom on spoken English teaching within following five factors:atmosphere of nature and harmony, interaction of autonomy and cooperation,openness of selection for options, principle of students-center and teaching accordingstudents’ ability, and target of multi-assessment and personality development. At last,this research discusses on the limitations and proposes countermeasures andexpectations.