讲义精品成稿3000套on construction of ecological englsh classroom in junior middle school

1、Acknowledgmentsnks fiving me this chance to achieve this thesis and to make a for my four years university education. Through writingthis thesis, I have acquired more knowledgen I suped.ly, my sincerenks to my supervisor, Li Xuefeng, from the choice of subject to the finalplishment of project, she a

2、lwaysgives me the careful guidance and unremitting support.Secondly, I also want to give mynks to other teachers and myclassmates who gave me much help in working out my problem during the difficult course of the thesis.Lastly, I would like to give mynks to my beloved family for theirloving consider

3、ations and great confidence in all through these years.nk you! AbstractEcological classroom focus on the teachers and students commondevelopment, aims for teaching, learning, bore equally important. This abstract invoking ecology and educational ecology and research methods, to the new English curri

4、culum reform practice as abackground, based on the concept of new curriculum for direction.Through literature method, and own practice, revealing thejunior middle school English classroom the existence of problems,evaluation method, lack of emphasis on teaching material, classroom knowledge and actu

5、al life are derailed and so on. By ecology view of these problems and reflection, strive to find solutions to build a correct English class, for the construction of ecological junior English classroom to provide theoretical support. Finally, from theclassroom of the ecological environment constructi

6、on, the teachingway of life and flexible choice, English teaching qualiiveevaluation, put forward some suggestions countermeasures.This article aims to use the viewpo of ecology to study junior middle school English class, staring from the actual cases, which provides a theoretical guidance, and dri

7、ve junior middle school English classroom education teaching practice effectively, improve education teaching of junior English quality and efficiency. From this respect, this article topic is also a kind of innovation.Key Words: Ecology; Junior English; Ecological Classroom; Englishclassessuch as f

8、ormalizatio teaching means, -differentiatio摘 要初中英语生态课堂是强调师生“共生”的课堂，为师生发展而教，为师生发展而学，整个沿着“初中英语生态课堂”“初中英语课堂教学中存在”“如何构建初中英语生态课堂”的思路展开。本文借用生态学和教育生态学的原理和方法，以英语新课程实践为背景，以新课程理念为方向，通过案例法，观察法，以及自身实践，首先揭示当前初中英语课堂中存在，如教学形式化，教学评价方式非差异化，教学内容稍欠重视，课堂知识与生活实际有所脱轨等，用生态学的视角对这些问题进行，力求找到英语生态课堂的状态，为构建初中英语生态课堂提供合理的理论支持。从营造

9、课堂生态课堂、选择生态化教学方式，采用生态式教 学内容、应用生态教学评价方式这几个方面，提出一些构建初中英语生态的建议和对策。本文旨在把初中英语课堂教学的研究转移到生态视角上来，从实际案例出发，既为初中英语教育教学提供一种理论指导，又带动初中英语课堂教育教学实践 活动的有效进行，提高初中英语教育教学的质量和 ，从这方面讲，也是一种创新，为当前的初中英语新课程 提出一些借鉴。：生态；初中英语；生态课堂；英语课堂ContentsTOC o 1-3 h z u 1.roduction 1 2. Literature Review 32.1 The Definition of Ecological C

10、lassroom 3The Nesity of Ecological Classroom 4A Review of Abroad Ecological Classroom Research 5 2.4 A Review of Domestic Ecological Classroom Research 6 2.5 Educational Ecology 72.6 Bakhtins Dialogism 7Researethod 8Research Object 83.2 Researethod 84. Classroom Observation And Caseysis 84.1 Formali

11、zatio Teaching Means 84.2-differentiatio Evaluation Method 10 4.3 Lack of Emphasis on Teaching Material 114.4 The Derailment of Classroom Knowledge and Ecology English Classroom in Junior Middle School 12How to Construct Ecological English Classroom in Junior Middle School 13Create a Harmoniously Ec

12、ological English Classroom 135.1.3 Create a Relaxed Atmosphere 155.2 Using TeachingContent ofEcological Type 165.2.1 According tothe ActualLife to Create True Context 165.2.2 Contact Lifeto CompileDaily English Teaching Materials 185.3 Using Ecological TeachingEvaluation Ways 195.3.1 Be Familiar wit

13、h the Teachers and Students Background andthe Current Situation 20Bibliography 21On Construction of Ecological English Classroom in Junior MiddleSchoolDraw on the experience of ecological ideas and ecological methods tostudy education teaching, ise a new breakthrough inmethodology of educational sci

14、entific research. Ecological curriculumview, ecological education and other educational theories take sh,and the ecological classroom teachingicro field has receivedmore and more attention. English Curriculum Criteria (experimentdraft) by the Ministry of education of China was i ed formally in 2001.

15、 The curriculum standard embodies the new educational concept, defines the nature and task of the new English curriculum, describesthe specific objectives and contents of the course, and puts forwardsome specific implemenionmendations. The overall goal of English Teaching in basic education stage is

16、 to cultivate students comprehensive ability of using the language. Formed a comprehensive language application ability is based on students language skills, language knowledge, emotional attitude, learning strategies and cultural awareness development. The basic idea of ecologicalclassroom is use t

17、eaching concept with the whole, life anddevelopment toanize the classroom teaching, which is consistentwith the requirements of the new curriculum English teaching.In 1976, American educator, Lawrence Cremin was proed the Educational Ecology in Public Education. Educational Ecology is based on the p

18、rinciple of ecology, using ecological methods to studyvarious educational phenomena, master the rules of education1.roduction6.205.1.2 Good Harmonious Relationship betn Teachers and Students 145.1.1 Pay Attention to All Students Emotion and Create a HarmoniousTeaching Atmosphere 13raly, in general,

19、macro research formed a relatively completetheoretical framework, but the micro research, espelly the research of the ecological classroom, is still relatively weak. Inrecent decades, educational ecology in our country has developedraly, in general, macro research formed a relatively completetheoret

20、ical framework, but the micro research, espelly theresearch of the ecological classroom, is still relatively weak, existing microscopic study is classroom environment research, rathern classroom ecology he full sense. It is lack ofcomprehensiveness and ecology, which reflects problemch as pooreracti

21、on he eraction betn teachers and students, theteaching contents were unreasonable and of low quality, the teaching methods were outdated, the teaching ways were single, the teachingappraisals were one-sided and single, etc.A new round of basic educative reform will compley change theprevious teachin

22、g m, the classroom back to students to make theclassroom radiate the vitality of life. Emphasize the relationship among teachers and students whose dialogue, communication anderactio English Teaching under the new curriculum reform,respect for individual differen. Changes current situation ofpreviou

23、s curriculum overly concerned with book knowledge, contact thestudents life experience, has put forward three-dimenaldevelopment goals of knowledge and skills, proses and methods,emotional attitudes and values. In a word,he basic educationcurriculum reform, new English curriculum ideas are fully ref

24、lectsthe characteristics of life,egrity, development and relevance. Ithas take a trend of ecology.This thesis is conducted to is to transfer the study of junior high school English teaching to the ecological to provide a theoretical guidance for English Teaching in junior middle school education, pr

25、omote junior middle school English classroom, effectiveimplemen ion of educational teaching practice, improve teaching quality and efficiency, and puts forward some suggestions for the current new English curriculum reform in junior high school.This study treat the junior high school English classro

26、om as aspel ecological system,yze the eraction betn classroomdevelopment, reveals the development trend and direction of education.In recent decades, educational ecology in our country has developedenvironmental factors and ecological classroom subjects, form a wholeEnglish classroom ecological holi

27、sm. Is a certaheoreticalsignificance for development and perfection of teaching theory topromote the in-depth development of disciplines. And theimplemenion of English ecological classroom of junior middleschool is benefil to improve the efficiency of classroom teaching, and is propitious to teacher

28、s and students to achieve a symbioticrelationship, namely, common development.The thesis is dividedo seven chapters. The chapter is theroduction,whichroduthe research background, researchsignificance and the structure of the thesis. he second chapter,the author summarizes the theory of ecological cl

29、assroom teaching at home and abroad. It mainly expounds the definition of ecologicalclassroom and the results of previous studies. The third chaptersummarizes the relevant theories of this thesis, whiainly includethe following aspects: educational ecology,tmodern thought,Bakhtins dialogue theory, an

30、d the theory of multipleelligen.The fourth chapter describes the researethods and researchobjects. The fifth chapter yzes the actual cases he prosof English Teaching in junior middle school.ysis of some of theproblems, such as the formal means of teaching, evaluation methods of -differentiation, les

31、s attention to the teaching materials andclassroom knowledge and life is derailed. The sixth chapter based onyzes the existing problems in which last chapter and puts forwardthe corresponding solutions. The seventh chapter is the of this thesis.2. Literature ReviewIn 1960s, foreign scholars began to

32、 microscopic study the ecology ofthe classroom.he year of 70s, it was the flourishing period of foreign educational ecology. From 1980s to 90s, the study of educational ecology not only widened, but also developed in depth, and the education was put on the background of which are now drawing more an

33、d more attention the environment and development to conduct investigation. Relatively speaking, the study of educational ecologyin China Mainland began comparatively late, and the research ofeducational ecology aiwan and was relativelyearly.However, the study of the ecological classroom isherecent d

34、ecades.2.1 The Definition of Ecological ClassroomThe new curriculum standard pos out: the compulsory educationstage regard classroom life and ecology as a new subject of thecurriculum reform to discuss the teaching, and thus produce ie of ecological classroom. The so-called ecological classroom is t

35、he classroom, which classroom teaching activities taking the student asthe main body; which focusing on students development, recognizingt the individual life of students have the emotional awareness,the ideological needs and multiple functions.he ecologicalclassroom, through the effective teaching

36、activities, give full playto each students learning potential,let they all have the progressand development, in order to promote the unity of teaching andlearningheclassroom. Its features: meet students variouspsychological needs, such as love to act, love to curious, love toplay and love to win, an

37、d care of students, respect studentsality, to stimulate studentsitive feelings and emotions, which is conducive to the effective development of classroom teaching activities. (qdt.in Luo 61)The ecological classroom is a new kind of classroom under theecological . Ecological classroom as relevancy am

38、ong theliving body of teachers, students and the environmenthe classroom this specific time and space. It emphasizes the harmonious unity of teachers, students, relationship of teachers and students,teaching environment, teaching evaluation and so on. It is a kind ofclassroom oquarely people and lif

39、e.The English ecological classroom in junior high school is the new paradigm of classroom teaching, namely, ecological class. It is an English class which is carried out under the view of educationalecology. In English ecological classroom, teachers and studentseract with each other he ecological te

40、aching environment, soas to obtahe opportunity of sustainable development. In a word,the junior middle school English classroom is a healthy andharmonious dynamic balanystem, which is emphasis on the symbiosisof teachers and students.2.2 The Nesity of Ecological ClassroomRousseau, the great educator

41、, saidt education must go with theflow-t iitable for its nature, otherwise, there willinevitably be a result of natural broken. Chifamousmathematin Le once he Phoenix program also said:“domestic education, school, family and sol expecions ofstudents are too high, too fast, too urgent, sucs is a long

42、pros.” (qtd.in Luo 61) The nature is harmonious, harmoniousrelations betn teachers and students, melodious betn teachingand learning, harmonious betn disciplines, harmonious inside andoutside class, harmonious among teaching objectives, content, methodsand means, harmonious betn education and teachi

43、ng, teachers andstudents growth naturallyhe harmony, the dominant spirit of teachers and the main body spirit of the students are fully display. Let our classroom return students to a free development space, thetruth of world and the natural feelings give back to children.Classroom is the mainition

44、of education, prind secondaryschool students eighty percent of school days are spendhe classroom. Why the quality education is often regarded as the banner and lift high, but the examination oriented education in adown-to-earthmanner? This is related to short-sighted, andutilitarian educational need

45、s of the whole society, but this is onlyone aspect of the problem. The author bevest the most critical is not to seize the main contradiction of education - theconstruction of classroom. In fact, the classroom should be anecosystem, it must maain ecological balance;he classroomteaching, the life mov

46、ement, learning content and various informationof the ecosystem are betn teachers and students，betn studentsand students flowing, prosing and deepeninghe ecosystem. Ifwe build the classroomo a real sense of “ecological classroom”, we do not worry about quality education can not be implemented; and t

47、hus naturally derived test ability and academic achievement will also make our education stand up to society and parents consideration.2.3 A Review of Abroad Ecological Classroom ResearchThe research of ecological classroom in foreign countries has beenvery mature, the main object of which is the pr

48、ind secondaryschool classroom, the main researethods are qualiive researchmethods. There are two main researethods: , the study of theindividual factors or several factors for construction of the ecological classroom. In individual factors, the research of teacherfactor, student factor and environme

49、nt factor accounted for most ofthese. Walker considers the determinants of classroom ecology is thestandard of sol behavior and expecions of teachers, discussesteachers expecions of students, the behavior of teachers,influence of classroom environment and learning. (1995) Dukes andSaudargas put forw

50、ardt if teachers are biased against thestudents with low learning ability when evaluating, the effect ofclassroom ecology will be weakened. (1989) Wolery proed the ecological harmony assessment of classroom activities and rules in order to determine the functional goals of students with learning dis

51、abilities. (2002) Hamilton and Andersen use nearness (distancefrom student to teacher) and student density as ecological variablesin College classrooms. The results showedt the students with thefrontition had higher gradesn those who sathe back seat,but the seat density, sitting he aisles, and sitti

52、ng hemiddle of the class did not affect the grade. Second, the study ofconstitute all the components of ecological classroom, namely, thestudy of classroom ecological structure. (1986) Agard arguestnel in regular classes and spel classes, emphasizing theimpact of ecological characteristics on studen

53、ts, including a single,mutualeraction. (1975)2.4 A Review of Domestic Ecological Classroom ResearchWith the gradual deepening of the curriculum reform of basic education in our country, educational ecology is also showing avigorous vitality with itserdisciplinary advantages and strongvitality. Resea

54、rchers puts forward the ways of constructingecological classroom teaching m based on the theoretical basis ofphilosophy, educational ecology,tmodernism, humanism,constructivism and multipleelligen from various angles. To sumup mainlyhe following aspects: the harmonious relationship amongteachers and

55、 students; the dominantition of students; creating a harmonious classroom atmosphere; advocating independent inquiry, thecommunication and cooperation among students; promote dialogue andcommunication; improve the teaching evaluation system, maaheecological balance of classroom; improve teaching met

56、hods, promotethe development ofalized and so on. The year 2007 project ofeducation, “Ecological Classroom Construction in PrindSecondary Schools in China and Research on the Reform of Teachingthere are differenhe number of students and educationalplan”, Southwestern University professor, LiSen led t

57、he researchteam to conduct an in-depth microscopic studyof educational ecology,attribute on the current situation of lackofecological teacher-student relationship to predict the futuredevelopment of theecological relationship among teachers andstudents from thepractical basic conditions and actual o

58、peration of constructing ecological relationship among teachers and students, and carry out an ideal construction of ecological teacher-student relationship; To guide the classroom management from the aspects of ecology, educational ecology, management of ecology and cultural ecology, it will admini

59、ster to build a classroom ecosystem with more scientific coordinated development of the classroom to promote the optimal development of people and the virtuous cycle, sustained development.In addition, there are a number of outstanding master thesisachievementshe research of Ecological Curriculum, s

60、uch as theNanjing Normaiversity Gu Xiaodongs “A Study of Construction ofGeography Ecological Classroom in Senior High School” (Gu.2007);Guangxi Normaiversity Li Guanghuas “The Research of chemistryEcological Classroom”(Li.2008).Through the aboveysis, we can seet the domestic ecologicalclassroom rese