An Ecological Perspective On Survey Research Of English Classroom In Senior High School:

The viewpoints, approaches and principles of ecology have become a new paradigm of educational research since last century, which has gradually developed into a relatively complete theory system of education ecology. In the context of educational reform, it is of theoretical significance and practical value to conduct researches with ecological approaches. Based on the status quo of senior high school English teaching, the present research, from the perspective of education ecology, discusses the unbalances of classroom ecology and puts forward some principles and suggestions for English ecological classroom construction. That bespeaks the realization of ecologism in our conceptualization of language classroom teaching and learning.This thesis consists of five chapters.Chapter One is the introduction, which introduces the background, the scope and significance of the present study.Chapter Two focuses on the review of the literature, which analyzes the connotation, structures and functions of classroom ecology. After reviewing the researches on classroom ecology both at home and abroad, this chapter expounds the related theories for the present research.Chapter Three is concerned with the survey, which presents the process of investigation and explains the results of the study. The research applies the methods of questionnaire, literature analysis, interview, and classroom observation to collect quantitative and qualitative information. The subjects are senior high school students and senior high school English teachers form three schools in Sheyang County. The findings of the present research indicate that various changes have taken place in senior high school English classroom since the implementation of the NECS, while the unbalanced development of these changes cause ecological crisis of English classroom: mismatch between the five-dimensional objectives and contents of classroom teaching; mismatch between students’ autonomous learning, cooperative learning and inquiry learning and the current teaching model; mismatch between the classroom teaching context and the classroom learning environment; mismatch between the new notions of evaluation and the existing classroom teaching evaluation methods.Chapter Four mentions the suggestions which relate to the present research. First of all, the present research proposes the principle of integrity, principle of diversity, principle of openness, and principle of coexistence to construct English ecological classroom. Complying with the above principles, some suggestions to construct a coherent ecological English classroom are also provided:paying attention to integration of English classroom teaching and learning; laying stress on classroom interactions between teachers and students; creating a harmonious ecological classroom environment and proposing a classroom assessment for promoting students’ development. It is also attached with a teaching case to make a further explanation, which could serve as useful references for the systematic realization of sustainable development of English ecological classroom in senior high school.Chapter Five is the conclusion, in which the main findings and the existing limitations of present research, and some suggestions for future study are involved.