The Study On The Theory And Practice Of Geography Ecological Classroom Teaching In Senior High School

Increasing emphasis on ecology in the 21 st century, whose development has integrated into every corner of the world. Other than education, the basic principles of ecology have been applied in many fields and its views have significant impacts on Chinese new curriculum reform.Geography studies not only geographical environment but also the relationship between human and the environment. What’s more, its course provides relevant background which is closely linked with ecology. However, due to traditional teaching values and the influence of exam-oriented education, actual geography teaching pays much attention to impart knowledge and skills and ignores the cultivation of students’ geographical thinking and spatial thinking. Moreover,the teaching approaches adopted in the classroom are quite limited. And teachers are regarded as the teaching authorities, which makes the relationship between teachers and students abnormal.The above disharmonious and “non-ecology” phenomenon goes against the basic concepts and tasks proposed in the new curriculum standard. Therefore, this thesis applies ecological values and basic principles into geography teaching in senior high school, by using the following methodology:document, questionnaire, interview and classroom observation. The thesis explores the ecological classroom teaching of geography in senior high school mainly from practical aspects.This thesis can be divided into six parts.The first chapter is mainly focused on the background and purposes of this research. It puts forward the design and methodology of the research and points out the content and innovation.Then,a review of foreign and domestic literature of education ecology, eco-classroom and ecological teaching is made to find out the disadvantages, which can provide theoretical support for the fulfillment of this thesis.Accordingly, the second chapter states the connotation, characteristics and structure of ecological classroom teaching of geography in senior high school, combining with the characteristics of geography class.The third chapter investigates the actual geography teaching and reveals the “non-ecology”phenomenon in senior high school by adopting the approaches of questionnaire, interview and classroom observation.The fourth chapter elaborates how to construct and apply ecological teaching of geography in senior high school from the aspects of teaching objective, content, task, subject,management, teaching evaluation and ecosystem and analyzes the relative data of the experiment.The fifth chapter proposes some suggestions to promote ecological classroom teaching of geography in senior high school accordingly. First and foremost, ecological teaching values should be established to advance the sustainable development of learning subjects. Secondly, the relationship between teachers and students should be improved to promote its dynamic generation.Thirdly, eco-classroom should be built to form ecological teaching atmosphere. Lastly, attention should be paid to the interaction between teachers and students to promote the dynamic generation of ecological teaching.The last chapter makes a comprehensive elaboration of the research and reflects its results.And some limitations are pointed out at the same time.