An Empirical Study On The Ecological Classroom Mode Of English Writing Instruction In Senior High School

Faced with the grim situation of tight resource constraints,s evere environmental pollution,and serious ecological degradation,China has vigorously been promoting the construction of ecological civilization,which concerns,to a great extent,the people's well-being and the nation's future as we ll.“Ecology”,one of the most popular vocabulary references,has spawned a series of new research fields in the past few decades.The application of ecological prin ciples to pedagogy and linguistics called forth the two interdisciplinary studies: Educational Ecology a nd Eco-Linguistics.Various studies on the ecological classroom and ecological teaching modes are in the ascendant,which has a crucia lly important guiding significance for C hina's English curriculum teaching reform and practice in senior h igh school.English writing is clearly a reflection of the two key com petences in Engl ish: language ability and thinking quality,which plays a pivotal ro le in converting language competence and knowledge into language performance and thinking.The traditional English writing instruction in senior hig h school h as been criticized for its old-fashioned m odes,oversimplified methods,indurated forms,time-consumption and low efficiency.Many “non-ecological phenomena” existing in English writing instruction are contrary to the fundamental requirements of the New English Curriculum Standards.From the perspectives of Ecology,Educational Ecology and Eco-linguistics,the th esis reflects upon the status quo of and existing problems with English writing instruction,aimed at researching into the effective application of the ecological classroom m ode to English writing instruction in senior high school,where the “new norm al” is to be established in the ecological classroom of English writing instruction,and in the m eanwhile,the relationships between several pairs of ecological elements and th eir profound influence upon th e instruction of English writing such as the teacher and the students,the process and the produ ct,the context input and the text output,the evaluation and rewriting,ecological thinking and ecological writing are examined during the course of English writing instruction from multiple perspectives.This th esis revolves around th e following th ree research questions:1.What are the m ajor non-ecological phenomena currently existing in English writing instruction in senior high school?2.Does the ecological classroom mode of English writing instruction contribute to improving students' English writing ability in senior high school?3.How is the ecological classroom mode effectively constructed in English writing instruction in senior high school?According to the eco logical paradigm,the author views English writing instruction as a m icroscopic ecological system in the research sub-field of education from a systematic and dynamic perspective,gaining insight into various ecological elements and their mutual relationship and elaborating on basic principles and concrete measures for the construction of the new ecological classroom mode of English writing instruction and the m aintenance of structur al balance between the core ecolog ical elements in the English writing teaching ecosystem in order to eventually achieve the effective construction of the “new norm al” for the ecolog ical classroom mode of English writing instruction in senior high school.The ecological classroom mode of English writing instruction this thesis attempts to construct is not to establish a solidified or fossilized teaching pattern,but to explore and research into the “new normal” for English writing instruction in the process of the reforms in educational theory and teaching practice,with a view to p roviding some inspiration and reference for English teachers to change the present situation of English writing instruction in senior high school which has been harshly criticized all the time.