An Experimental Research Of Middle School English Teaching In The Eco-classroom Philosophy

Based on the relevant theories of ecological classroom, Eco-classroom strategy and English teaching and in view of the situation of English teaching in junior high school and the factors affecting the study of students’ English learning, this article investigates how to train the students to apply Eco-classroom strategy to English learning and solve the research questions:1. For junior high school students, can ecological English classroom teaching strategy training improve the level of their English learning?2. If it does, which types of students in the two classes(the experimental class, the control class) achieve the largest improvement after the training?3. Can Eco-classroom strategy training improve the English learning awareness of the junior high school students?In the experiment,the research subjects are from two parallel classes of Grade Seven of Baiyun No.1 Middle School of Guiyang, Guizhou Province. The experimental class was trained for one whole semester based on Eco-classroom strategy training during the English teaching, while the control class was still trained with traditional ways. In the process of training, the characteristics of strategy use and significance of the strategy training were showed to the students of the experimental class, and the author combined the strategy training with the daily teaching practice and the teaching materials. The research instruments are the questionnaire and the tests(pre-test and post-test papers). The author collected, compared and analyzed the data from the questionnaire and the tests. In addition, the training mode was demonstrated with the concrete case study which enriches the experimental contents.Some valuable and meaningful findings are discovered from the experiment: 1. the application of Eco-classroom strategy training during the English teaching can effectively improve the English learning level and Eco-classroom awareness and enhance their study interest of English learning. 2. As to the students with experimental class and control class, the students with experimental class are prone to achieving more improvement after receiving Eco-classroom strategy training. 3. The application of Eco-classroom strategy in English teaching in junior high school is affected by the various factors, that the teacher should conduct more scientific teaching guidance in the comprehension consideration of the various factors which affect control and application of the strategies by the learners.This research still has the following limitations: first, the number of the subjects is not wide and the time of the experiment is not enough. Next, in the process of Eco-classroom strategy training, the author sometimes emphasized on the strategy learning too much and ignored the master of basic knowledge, which led to the poor learning effect. Finally, because of the different grades of the students and their individual differences, each student’s strategy use will also be different, so the author should learn more in this respect in order to guide the students to use the Eco-classroom learning strategies more appropriately and reasonably.