Research On Chinese Ecological Classroom Of Our Primary School And Strategies Of Construction

In 21st century, as the ecology continuously extend and permeate from natural science to the field of social science, there is an increasingly number of scholars who begin to study educational problems from the perspective of ecology, and the ecological theory provides us with a new research angle and methods for the study of teaching in elementary Chinese classrooms. Based on the concept of ecology, the research on primary ecological classroom of Chinese is exactly originated from the methodology of systemic thinking and relational thinking, and we can regard the elementary Chinese classroom as an ecological system of classroom which is composed of students, teachers and the environment of teaching. They continually go on a process of material circulation, information transmission and energy circulation between each other, thus to sustain the equilibrium and stability of the ecological system of Chinese classroom. This article tries to study the teaching ecology of primary Chinese classrooms from the ecological theories, viewpoints and methods, which checks the ecological phenomena and problems in today’s elementary Chinese class with the perspective of ecology. In order to uncover the potential ecological crisis behind the primary Chinese classroom, and spare no efforts to construct a Chinese Ecological Classroom of Primary school which is healthy, harmonious, symbiotic and diverse. And the main purpose is to enhance both the teaching effectiveness of primary Chinese class and the quality of students lives.The whole article can be divided into the following three parts:The first part mainly discusses the nature and value of Chinese ecological classroom of our primary school. The theoretical construction includes the connotation, basic elements and the functions, value and the fundamental purpose of primary ecological classroom of Chinese, thus to clear a primary ecological classroom of Chinese which ought to be pursued.The second part mainly discusses the practical dilemmas about Chinese ecological classroom of our primary school. The author uses the way of classroom observation and manage to point out the phenomena of ecological imbalance in today’s ecological Chinese classrooms of primary schools, and they can be concluded into three aspects which are interpersonal relationship of class, teaching environment of class and the ecology of teaching. To some extent it discloses the real features of ecological Chinese classrooms of primary schools.The third part mainly discusses the guide role of the theory of the ecological classroom in practice of teaching of elementary Chinese class in our country, which is also the strategy of constructing Chinese ecological classroom of primary school. First and foremost, we should establish the value of teaching in Chinese class, and that is to promote students’ lives to be healthy, independent and integrated. What we need to do is to launch the ecological construction in the conception of teaching in Chinese class. Furthermore, we need to launch the ecological construction in main elements (the relationship between teachers and students) and environment elements (teaching environment) since they constitute of the ecological system of classroom. Finally, from the perspective of ecology we should implement the teaching strategies of Chinese class based on the angle of life, which ranges from setting teaching goals to the practice of teaching in class.