Theoretical And Practical Research On Elementary And Secondary Eco-classrooms

The 21st century belongs to ecology which stretches from the field of natural sciences to the sphere of social sciences. The ecology which regarded as a concept of circumstances has been widely quoted in social sciences. Lots of educationists both at home and abroad put forward the necessity of reexamining educational problems from the ecological perspective, and had done many researches and explorations. Classrooms are the main battle places of educational implementation, and the research about Eco-classrooms becomes an important educational theme. In terms of the research progress, relative research has been involved at abroad since the 1930s and has make certain progress about Eco-classrooms since 1960s. Research at home which was gradually undertaken in recent years was a little later. Over the past decades, Eco-classrooms have gradually formed their rudiment from simply borrowing ecological concept to digesting, absorbing, and developing. And now Eco-classrooms can combine traditional pedagogy with concepts and methods of educational ecology to supply elementary and secondary classroom teaching with new educational research perspective and academic tools.Based on the theory of ecology, this paper establishes the basic standards of elementary and secondary Eco-classrooms. Having investigated the realization of elementary and secondary Eco-classrooms, the researches mainly adopted questionnaire methods, classroom observation, interview methods and phenomenon description. We investigated elementary schools, secondary schools and junior schools in three cities, of which one was a provincial city, one was a prefecture city and the last one was a county-city. All the three cities belong to A provinces which are at middle development level in economy, culture and education respect around our country. Based on these researches, deep observation and interview in elementary and secondary classrooms were implemented for us to explore the existing ecological and non-ecology phenomena, to think about the present elementary and secondary classroom teaching from the ecological perspective as to searching for the theoretical core of Eco-classrooms.Elementary and secondary Eco-classrooms are not the opposite side of traditional classrooms, and they are not to topple over and to reconstruct present classrooms. They are the sublation of traditional classrooms and they make the ecological thought be their own theoretical guidance and research methods. Eco-classrooms are green, environmental and on contamination, so they are healthy classrooms. Eco-classrooms emphasize the original state of subjective lives of teachers and students, so they are dynamic and full of vitality. Eco-classrooms which coexist with teaching circumstances recognize the coordination between teachers and students and the harmony between substance and spirit. Harmony is the main state and form of its being and development. Eco-classrooms in which teachers and students promote mutually, develop together, and create new knowledge, are symbiotic classrooms. Eco-classrooms which highlight personality of lives, reflect multielement of subjects and coruscates lives’variety are diversified classrooms. Focusing on the development of teachers and students in the future, Eco-classrooms which are the preparation of tomorrow live are dynamitic and sustainable development classrooms. Health, vitality, harmony, symbiosis, multiplicity and sustainable development are Eco-classrooms’tropisms.Elementary and secondary Eco-classrooms objectively think the relationship between teachers, students and teaching circumstances through the ecological theory. They are ways of thinking and development which make the harmony between people, people and circumstances are the core of value. Elementary and secondary Eco-classrooms have the characteristics of the unity between holistic correlation and dynamic balance, the unity between pluralism and harmony, the unity between openness and interactions, the unity between finiteness and infiniteness, and the unity between disparity and standard.In the elementary and secondary classrooms, teaching content and all kinds of messages flow in the ecosystem, and then produce influences between students, and between teachers and students, and which form an ecological teaching field at last. In elementary and secondary Eco-classroom systems, because of various differences of compositive ecological factors which include heredity of ecological subjects, home backgrounds, and social circumstances, other ecological genes like physical and unphysical factors also differ from each other which make elementary and secondary Eco-classrooms have some basic functions, such as self creation, substance metabolism, ecological effect, ecological security, ecological stability, overall circumfluence, and organic correlation.In elementary and secondary Eco-classrooms, the live principle, the security principle, the harmonious principle, the diversity principle, the sustainable development principle, the comprehensive principle and the adaptability principle should be insisted on to promote their scientific development. Elementary and secondary Eco-classrooms are composed of vivid individual, colony and circumstance one by one. Each individual and colony in elementary and secondary Eco-classrooms reaches goals and grows up through communication and interaction. The construction of Elementary and secondary Eco-classrooms is complicated system engineering and that is an interactive course between each individual, colony and teaching circumstances. Strategies of elementary and secondary Eco-classrooms are implemented by means of the construction of class ideas, class subjects and class circumstances.There are four development trends in the research of elementary and secondary Eco-classrooms: the correlation between Eco-classroom subjects and ecological factors, the balance between Eco-classroom structures and functions, the establishment and perfection of Eco-classroom discipline systems, and the combination of Eco-classroom theoretical and practical researches.Elementary and secondary Eco-classrooms use ecological elements and methods to study the teaching phenomenon and laws in elementary and secondary classrooms. They relate class teaching with the ecological circumstances, and regard the relationship which between class teaching and ecological circumstances and its mechanism as the objects of study. It is the interpenetrative result between class teaching and ecology to analyze the class teaching systems both inside and outside with adopting ecological methods.