Application Of Educational Ecology To English Integrated Reading And Writing Teaching In Senior High School

National English Curriculum Standards for Common Senior High School(2017Edition)points out that language skills,including listening,speaking,reading,writing and viewing,are the significant components of comprehensive language ability.Among them,listening,reading and viewing are receptive skills while speaking and writing are expressive skills.Receptive skills and expressive skills should be combined with each other in language teaching.The new curriculum standards advocates that teachers should pay attention to the training of specific skills,especially to the comprehensive use of skills.Meanwhile,with the reform of English College Entrance Examination,the task of integrated reading and writing has attracted wide attention.Therefore,how to improve students' English reading and writing ability effectively and how to provide senior high school English teacher with new teaching methods in reading and writing are worthy of academic attention and research.Educational ecology is a combination of pedagogy and ecology.By studying the factors of the educational ecosystem,it reveals the laws of educational development and explores the methods of optimizing education.Educational ecology regards various factors within the education system as ecological factors,advocates the harmony and symbiosis of these ecological factors,and pays attention to the future growth and sustainable development of teachers and students.Based on the theory of educational ecology,this thesis applies the related principles of educational ecology to the integrated reading and writing teaching,called Eco-integrated reading and writing teaching in the essay,and explores the impact of this method on the reading and writing ability of senior high school students.This thesis specifically answers the following three questions:(1)What are the current situation of reading and writing of senior high school students' learning and teachers' teaching?(2)Can the Eco-integrated reading and writing teaching model arouse students' interest in English reading and writing?(3)Can the Eco-integrated reading and writing teaching model improve students' English reading and writing performance?In order to prove that it's workable to apply educational ecology to the combination of reading and writing,the author selected two parallel classes in the first grade of No.10 middle school in Xiamen,Fujian Province to carry out the teaching experiment.Different teaching models were adapted in the two classes.The Eco-integrated reading and writing teaching model was adopted in the experimental class and the traditional reading and writing teaching model was adopted in the controlled class.The reading and writing scores of the two classes were collected before and after the experiment.SPSS13.0 was adopted in order to do the data analysis.The research demonstrates that,firstly,senior high school students have low interest and motivation in English reading and writing at present,and they can't use reading and writing strategies flexibly.At the same time,teachers' teaching is mainly based on traditional “inculcation” teaching;secondly,Eco-integrated reading and writing teaching can stimulate students' interest in English reading and writing to a certain extent;thirdly,Eco-integrated reading and writing teaching can improve students' reading and writing performance.This study is of practical significance to ecological English teaching and meets the requirements of the time.