Investigation And Study On The Ecology Of Chinese Classroom Teaching In Upper Primary School

From the 1930 s,the influence of ecology gradually affects pedagogy,and educational ecology came into being.After more than 80 years,the theoretical framework of educational ecology has been relative ly complete,which provides a new perspective for further study of pedagogy and makes a new contribution.However,the classroom teaching ecology as the micro of the theory,is still in the initial stage,whose practice research is very few in our country.This study regards C hinese classroom ecology as a special teaching ecology,which deeply explains the connotation,structure,characteristics and functions of C hinese classroom teaching ecology through using the theory of educational ecology.Furthurmore,we will reflect on the existing problems through the investigation and analysis of the current situation of C hinese classroom teaching ecology high-grade in primary schools,and put forward suggestions for improvement after combining the pratice of C hinese classroom teaching.This thesis has five chapters:The first chapter is the introduction.Combining the importance of classroom teaching ecology in C hinese teaching in primary schools and the review of related research literature at home and abroad,we put forward the feasibility and necessity of studying C hinese classroom teaching ecology high-grade in primary schools and expound the research methods and ideas of this thesis.The second chapter is the concept definit ion and the theoretical basis.According to the analysis of related materials and the understanding of the existing concepts,combining the characteristics of C hinese classroom teaching high-grade in primary schools,the author determines the concepts of the classroom teaching,classroom teaching ecology,C hinese classroom teaching ecology in this study,and points out that educational ecology theory,mult iple intelligences theory,constructivism teaching theory and ecological aesthetics theory be the main theoretical basis of this study.The third chapter is the theory research of C hinese classroom teaching ecology high-grade in primary schools.It mainly provides the structure,characteristics and functions of C hinese classroom teaching ecology high-grade in primary schools.The fourth chapter is the investigation of C hinese classroom teaching ecology high-grade in primary schools.In this chapter,the author gives the purpose of the investigation,the sample selection and the design of the questionnaire,and also describes five dimensions from questionnaire.The fifth chapter is to carry on the statistics on the data obtained from the questionnaire.The sixth chapter is the existing problems,causes and suggestions of Chinese classroom teaching ecology high-grade in primary schools.In this chapter,first of all,we must affirm teachers' existing knowledge on C hinese classroom teaching ecology,but some cognit ive problems still exist.The author tries to analyze the cause of the founded problems,at last putting up with solutions to these problems and factors,which provides some suggestions to optimize C hinese classroom teaching ecology high-grade in primary schools.The seventh chapter is the summary and prospect.The author gives the conclus ion and expectation,analyzes the shortage of the research on,and puts forward some suggestions.