| With the concept of “harmonious classroom” increasingly rooted in people’s mind,the application of ecological concepts in the field of education has received more and more attention and also provides a new perspective for education reform.Ecological classroom includes basic elements such as teacher-student relationship,teaching content,teaching methods,teaching environment and teaching evaluation.Ecological classroom refers to thinking about the relationship between various ecological elements in the classroom by ecological principles,seeking interaction between ecological factors and exerting their normal functions,so that the whole classroom is in a dynamic,harmonious,balanced and developing ideal state,thus promoting the overall development of students.This paper uses the concept of ecological classroom to investigate the current situation of high school English writing class,mainly to solve the following two questions:1.What is the current ecological situation of high school English writing teaching?2.What are the main ecological problems in high school English writing teaching?This paper selects the teachers and students of XX Middle School as the research subjects to investigate the current ecological status in high school English writing teaching.The author first conducted questionnaires among teachers and students,distributed questionnaires to 30 teachers and 300 students.5 teachers and 20 students were randomly selected from the teachers and students who participated in the questionnaires to conduct interviews.At the same time,the author conducted classroom observation of 15 lessons.After that,the questionnaire and the interview data were analyzed using Excel statistical software.Through the collection and analysis of the data,the author summarizes the following:there exists ecological balances and imbalances in English writing teaching.In terms of ecological balance,teachers,as collaborators and motivators of student learning,improve students’ interest in English writing and can live in harmony with students.In teaching content,teachers focus on cultivating students’ English writing strategies and writing skills.In the teaching evaluation,the formative evaluation is adopted,and the students’ learning attitude and learning strategy are emphasized.In the teaching environment,teachers arrange seats according to the content of writing teaching to stimulate students’ enthusiasm for learning.In addition,there is a series of ecological imbalances in high school English writing teaching,which is mainly manifested in the lack of charm of English teachers,the teacher-student relationship lacks harmony,the choice of teaching content deviates from the teaching goal,the teaching method is too strict,the unscientific teaching evaluation system,and the lack of vitality in the teaching environment.Based on the above-mentioned ecological imbalance,this paper summarizes the main problems in high school English writing teaching,which is as follows: firstly,the teacher-student relationship is not harmonious,and teachers are in a dominant position in writing teaching,ignoring students’ initiative;secondly,teachers’ choice of teaching content focuses on vocabulary and grammar in writing,ignoring the cultivation of students’ English writing skills and strategies;thirdly,in the choice of teaching methods,teachers use traditional teaching methods to ignore students’ communicative competence;fourthly,teaching evaluation focuses on scores and results and evaluation is based on teachers,neglecting the formative evaluation of students;finally,the teaching environment is not ideal,the seating arrangements in the classroom are single,and the use of multimedia by teachers is unreasonable.Through the investigation of the current situation of high school English writing teaching from the perspective of ecological classroom,the purpose is to enable teachers to have a deeper understanding of ecological English writing teaching,thus promoting the good development of high school English writing teaching. |
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