Study Of High School English Classroom Management In The Perspective Of Ecology

The new English curriculum for ordinary high school advocatesattention to the students’ personality and potential development，and focuses on thestudents’ emotions, so as to enable the students to develop their potential abilitiesto learn independently with pre-arranged language scenes for the students to exploreand collaborate. Simultaneously the curriculum asks for constantly optimizing theway the students learn English so that the students can accomplish objectives throughobservation, experience and exploration actively, realizing the students’ potentialsand enhancing self-learning ability.However, in the real English teaching practice for the present, there are still manyEnglish teachers who don’t possess the correct classroom management idea orpossess some obsolescent concepts about classroom management. Their ideas andconcepts are not conducive to the implementation of the new English curriculumreform, leading to deviation activities in the English teaching classroom. First of all,the lack of classroom management principles. Many teachers teach English just byfollowing their teaching plans Mechanically without clear management goals,ignoring the necessary role played by classroom management for smooth teaching.Despite the superficial active participation from the students, classroom managementare out of control actually leading to the failure of classroom objectives and do notfollow the philosophy of the new English curriculum. Secondly, there is no rightunderstanding of classroom management. Many teachers often use the class rules andregulations to suppress spoon-fed teaching, even in some cases, use intimation,insults to improve the average scores of the classes, leading to imbalanced classroommanagement and unharmonious connection between teachers and students. Thisphenomenon seriously represses the enthusiasm for English learning. Therefore, the author attempts to examine the various uneconomical phenomena in high schoolG from the perspective of ecology and explore the reasons, thereby promoting thesustainable development of classroom ecology. Not only can the study help thestudents to develop their potentials, but the teachers themselves strengthen theirprofession qualities.This study applies a cross-disciplinary perspective, using some resolving theoriesof ecology. The high school English classroom is taken as a micro-ecosystem.According to the research ideas of identification, description and analysis, this studyperforms a research towards the current English classroom management in highschool G and puts forward to solving solutions for imbalanced classroommanagement. The core concept of classroom management, eco-classroom, highschool and English classroom ecology has been clarified and defined. The authortakes the view of literature analysis to explore the rationality of ecological classroommanagement in the perspective of ecology, laying the theoretical foundation forfurther research. The author finds out many imbalanced problems in high schoolEnglish classroom management at high school G through observation, interview andcase analysis, explaining the necessity of classroom management in theimplementation of ecology-oriented values. Finally the author proposes the advice toperform ecological classroom management at high school G.