An Applied Study Of The Mode Of Ecological Classroom In Oral English In Junior Middle School

With the globalization of the economy, especially after China’s participation in the World Trade Organization, English as a more universal language of international communication is playing an increasingly important role. The social needs of oral English application capabilities continuously enhance, but Chinese students’ current oral English teaching condition is not too optimistic. For a long time, English teaching of junior school in China have put emphasis on written English and have not paid attention to spoken English, so it leads to the fact that students’ spoken English level is generally not high, which can not meet the needs of the economic and social development. However, ecological classroom has its uniqueness which differs from the traditional classroom. These characteristics mainly include openness, diversity, integrity, self-organization and generation, etc. Its characteristics and operation have attracted much attention. In response to this situation, as an English teacher in junior middle school, we should implement the education policy applying for the purpose of practice, being enough for the degree of premise, and focusing on the distinctive spoken English teaching mode. The author finds some researchers think that ecological mode in class can help improve students’oral English level, but the research in junior school on oral English teaching is few.In the paper, under the guidance of Constructive Learning Theory, humanistic theory and the mode of the ecological classroom, the oral English teaching is input effectively to the students with the mode of the ecological classroom. In order to get a clear picture of the application of the mode of the ecological classroom in English classroom teaching in junior middle school, the author put it into the practical teaching activities, trying to answer the following specific questions through the teaching experiment. Firstly, Whether the mode of the ecological classroom helps to improve junior middle school students’ oral English practical skills and communication skills. Secondly, whether the ecological classroom increases students’ interest, motivation and other non-intelligence factors in learning oral English in junior middle school. In order to analyze and study the application of the ecological classroom in the oral English class of middle school, the author first gave a test to the students who came to this school in Grade2in NO.7middle school in Xinyang, and conducted the pre-questionnaires about students’ interests on oral English learning, then chose a class to carry out a18-week teaching experiment. During the teaching experiment, the mode of ecology class is applied in the experimental class. At the end of the experiment, post-test and questionnaires were given to the students, the test data and the results of the questionnaires were analyzed quantitatively and qualitatively with statistical software SPSS19.0. The empirical results show that:Firstly, the mode of the ecological classroom is helpful to promote the junior middle school students’ oral English in fluency and accuracy. Secondly, the application of the mode of the ecological classroom helps to improve middle school students’interest and motivation in learning spoken English and to increase the opportunity of speaking English in class.Based on the findings, the author proposed teaching suggestions, and pointed out the limitations and shortcomings of this study, and the direction of future research.