The Research Of Ecological English Classroom Building In Rural High School

At the beginning of the20th century, the ecology has been widely used in the field of sociology and the concept of educational ecology came into being in1932, which to study the phenomena of education, to explore the law as well as the trend of the development of education. During teaching activities, teachers and students are the main bodies of the ecosystem, both teachers and students should work together so that the classroom become a vibrant ecosystem. The new curriculum standards for high school English shows classroom is no longer a simple process of imparting knowledge and acceptance, but a dimensional ecosystem vitality. Ecological classroom is to enable students develop in the natural, harmonious, democratic environment. Ecological classroom is of a creative class, which concerns life and relation. The teachers and students develop potential to create self-improvement and development of life in order to obtain a teaching efficiency and overall quality of life improved.This thesis is based on the theory of educational ecology, constructivism, affection education. Applying the methods of survey, interview and experiment, the present author tries to analyze the non-eco-phenomenon in Senior High School Classroom, reveal the educational laws and study the educational trends. The present study can make the teaching methods more effective and improve the teaching.After the experiment, some results are found:1. The application of affection can arouse the interest of learning English, which can improve the results of teaching.2. Not all the students benefit from the personalized teaching, but some make much progress.3. The special novel and unique designs of classroom also make them happy.4. The building of ecological classroom has no obvious effect on their marks, but can internalize what they learn. The study shows the eco-classroom building can be a good solution to the problem. Thus, the author of the present study tries to take this teaching philosophy into action, building pathways for students to develop healthily and learn happily, which has both theory and practice value.