A Study On The Application Of Ecological Classroom Mode To English Writing Teaching In Senior High School

With the development of education system reform,many scholars began to study the in-depth teaching,and the vigorous development of education ecology has attracted the attention of many scholars.Ecology of education breaks the inherent thinking limitation of education discipline,uses the principles and methods of ecology to solve various phenomena and problems prevailing in education,and uses scientific thinking methods to explore the laws of education.In recent years,many researches began to apply the principles of ecology of education to the teaching construction of various disciplines,so as to construct the ecological classroom model.English writing tests students’ comprehensive use of language knowledge and can cultivate students’ strict logical expression ability.English writing also accounts for a high proportion of the score in the English test of students,so English writing cannot be ignored.At present,there are many disadvantages in the traditional teaching mode of English writing,such as: teachers’ teaching is too rigid and boring,students recite and imitate writing model mechanically,and there is less communication and interaction between teachers and students.Therefore,in order to change the current situation of English writing teaching and improve students’ English writing level,it is of practical significance to construct an ecological classroom model of High school English writing under the guidance of the principle of ecology of education.Ecological classroom mode focuses on the organic connection and interaction between teachers,students and teaching environment,so as to create a good classroom atmosphere for students.Therefore,under the guidance of the principle of ecology of education,this study combined with the theory of cooperative learning to design the high school English writing ecology classroom model,and then verified its influence on students’ English writing learning in the 16-week teaching research.This study takes two grade two parallel classes in a high school in Harbin as the research objects,which are respectively the experimental class and the control class.The ecological classroom model of high school English writing is carried out in the experimental class for 16 weeks,so as to explore the actual teaching effect of this model.The main research questions of this study include: First,what is the current situation of English writing teaching in senior high schools? Second,how to construct the ecological classroom model of High school English writing? Thirdly,can the application of ecological classroom model in high school English writing teaching improve students’ writing performance and interest? In view of the first research question,the author uses the questionnaire survey method and the interview method to discuss;Aiming at the second research question,based on the principles of ecology of education,cooperative learning theory and humanistic learning theory,combined with the existing research at home and abroad and the current situation of high school English writing teaching,the author designed an ecological classroom model of high school English writing for teaching research.For the third research question,the author on the one hand,to study to collect three times in the process of writing a two-way analysis of test data,on the other hand,combined with the data collected by questionnaire and interview analysis result auxiliary discussed,in order to verify the high school English writing classroom ecological pattern of students’ interest in writing achievements and influence.The research shows that there are many difficulties and problems in the English writing learning of senior high school students at present,and the application of ecological classroom model can solve the difficulties faced by students to a large extent.This model also has a significant improvement effect on students’ Interest in English writing and scores,and the sense of interaction between teachers and students in class is significantly enhanced.This study combines the theory of cooperative learning to construct the ecological classroom model,and provides a new perspective for the research and development of the ecological classroom model.However,this study also has some shortcomings,such as a short research period and a small number of research samples,which still need to be further improved and optimized.