The Creation Of Chinese "Powerise Classroom" Learning Environment In The Junior Middle School

The classroom teaching is the main body of the school education and has long been the attention of the general education workers. With a new round of curriculum reform,various educational and teaching ideas are emerging. Putting forward the new teaching idea of "powerise class" is the inevitable trend of education development in the pursuit of innovation and development concept in the moment. "Powerise class" is the mean to the class of creating the wisdom. It aims to transcend classroom practice of taking the student as a purely object and simply transfusing knowledge, and to inspire creative natures of teachers and students, and to enlighten wisdom. The creation of wisdom and the having of wonderful ideas in Chinese classroom largely dependent on the creation of learning environment.The research explores around the topic of "the creation of Chinese powerise class learning environment in the junior middle school" from multiple points of view: constructivist learning environment theory, ecology of education theory, situated cognition theory and humanism theory. On the basis of thorough study of relevant documents, I field trips to Chinese classroom teaching in the junior middle school and analyze combining with cases specifically, come up with three major initiatives:integrate diverse learning environments, provide excellent learning support, create appropriate interpersonal environment.The overall framework of this paper is roughly as follows:The introduction part mainly expounds the reasons and significance of this thesis, and defines the core concepts:"powerise class", learning environment, introduces the goal of this study and methods, and a review of relevant research at home and abroad.The first chapter introduces theoretical basis for the creation of Chinese "powerise class" learning environment in the junior middle school, including constructivist learning environment theory, ecology of education theory, situated cognition theory and humanism theory. And it discusses the inspiration to create the Chinese "powerise class" learning environment in the junior middle school learning environment one by one.The second chapter mainly discusses creation strategy of integrating diverse learning environments. In the aspect of physical classroom environment, the author puts forward suggestions on the redesign of the classroom physical environment from three aspects of classroom seat type, multimedia information technology and classroom arrangement through the field survey to the current situation of the classroom physical environment of four junior middle schools in Shanghai City. In the informal learning environment, take museum learning as an example, select the outstanding historical building "19叁Ⅲ" in Shanghai, design detailed and specific teaching plan, to provide models for the integration and creation of formal learning environment and informal learning environment.The third chapter mainly elaborates optimization of the learning environment by providing excellent learning support. This part explores from four aspects:learning resources, learning context, learning scaffolds, learning community, and analyzes combining with the case in detail. The author comes up with "little teacher", "double teacher-systems" teaching method, etc and using multimedia technology to develop diverse learning resources. About learning context, to transform knowledge into wisdom by setting the cognitive context. To implement the blend of emotion and wisdom by setting emotional context. To have wonderful ideas by setting aesthetic context, aimed to make the class full of wisdom and emotion and rich aesthetic feeling classroom. About learning scaffolds, to expound four types of concept scaffold, meta-cognition scaffold, process scaffold and strategy scaffold according to the classification framework of Hannafin and others. And to provide concrete reference for the cultivation of students’ creative thinking by analyzing the case in detail. About learning community, Chinese "powerise class" learning environment in the junior middle school can form a learning community which is established by teachers and students together and a trinity-peer mutual aid, the little teacher guide, teachers conduct, to achieve wisdom multi-winning.The fourth chapter discuss from creating appropriate interpersonal environment. The author respectively expounds from three aspects:the relationship between teachers and students, the relationship among students, and classroom atmosphere in detail. This part combining with the case comes up with construction strategies to democratic and equal relationship between teachers and students and harmonious and mutual assistance relationship among students focusing from the perspective of teaching evaluation. About building the classroom atmosphere, it analyzes them one by one combining with case from three aspects:words of the teacher, nonverbal communication, sharing personal experience with each other between teachers and students.This research is devoted to explore the practical and universal construction strategies to Chinese "powerise class" learning environment in the junior middle school from multiple points of view, and creation learning environment which helps teachers and students to inspire creative natures and to enlighten wisdom generation.