A Case Study Of Senior High School Ecological Classroom From The Perspective Of Educational Ecology

Educational ecology is a science to study the dynamic equilibrium relationship established by the interaction between teachers and students and between students and the environment.Classroom ecology is the specific research field of educational ecology and is a kind of sustainable cycle in which human beings and environment depend on each other and develop healthily.The ecological factors of classroom ecology include human,material and spirit.They depend on and restrict each other,and show multiple directional interactive relationships.Ecological classroom emphasizes the healthy growth of students,adapts to the development of students’ personality,and lays a foundation for the all-round development of students.It respects students,highlights the personality of students and involves students in classroom activities.It also pays attention to human nature,highlights development and is full of vitality.It is a paradise for students to grow up.Ecological classroom is a process of dialogues between teachers,students,and texts from cognitive field to whole world of life.In this era of knowledge economy,the lifelong learning needs us to pay more attention to the ecological balance of education so as to lay a solid foundation for the sustainable development of students’ learning.This thesis is based on Educational Ecology and Humanistic Learning Theories,and refers to the research on ecological teaching in Cremin Lawrence’s Public Education and the study on ecological classroom in Fang Binglin’ Educational Ecology.The standards of ecological classroom were put forward,and a survey was carried out in senior one of a senior high school in Dalian.Non-intervention classroom observations,questionnaires and interviews were used to collect data and the data collected were analyzed.This thesis intends to study the following questions: 1.What are the ecological and non-ecological phenomena existing in physical environment and linguistic environment in senior high school English classroom environment? 2.What are the ecological and non-ecological phenomena existing in the teaching contents,methods and evaluations of teachers in senior high school English class?3.What are the ecological and non-ecological phenomena existing in the learning of students in senior high school English class?The study finds that in the physical environment of the classroom environment,the brightness,color,temperature,classroom layout and teaching tools of the classroom basically meet the requirements of the ecological classroom,but the seating arrangement is still dominated by rows and lines;the class size is too large to maximize the right of students to participate in classroom activities.In terms of language environment,teachers use more Chinese,failing to teach in English,and cannot create a good language environment for students.There is still room for improvement.From the perspective of teachers’ teaching,theteaching content is not perfect,and the teaching methods and evaluations are relatively simple,which do not meet the requirements of the ecological classroom.The main manifestations are as follows: the introduction of cultural knowledge in the teaching content is not comprehensive;the teaching method is still based on the lecture method,which cannot fully mobilize the students’ enthusiasm for learning;the content,method,and subject matter of the evaluation are single and lack of diversity.In addition,the learning methods of students are not flexible enough,which is not conducive to the cultivation and sustainable development of students’ self-learning mode of thinking.It can be seen that the construction of English ecological classroom in senior high schools in our country needs to be perfected in the aspects of seating arrangement,class size,language environment,teaching contents,teaching methods,evaluations and students’ learning to build a better ecological environment for students to learn and develop.