| Listening,speaking,reading,watching and writing are the basic language ability of English learning.However,influenced by the impact of the college entrance examination and exam-oriented education,many students do not pay attention to oral English,and gradually ignore the cultivation and training of oral English ability.Secondly,there are many phenomena that affects the harmonious development of the classroom in the oral class,such as teachers unilaterally output knowledge to students,and the oral class becomes dull and rigid,leading to the decline of students’ interest in oral learning,and their oral ability can not be improved.Whether in the accuracy of oral English,fluency and appropriateness,students’ oral English ability is far from the requirements in the "New Ordinary High School Eng lish Curriculum Standards".In this regard,after a lot of literature reading,this study will take ecology of education as the basic principle,introduce ecological classroom into high school oral English teaching,enhance the ecology of high school oral English classroom,improve classroom efficiency,promote the improvement of teachers’ teaching level,but also promote the development of students.This study will adopt the method of action research and mainly solve the following two problems:1.How can we build an oral ecological classroom in high school oral English teaching?2.What is the impact of the creation of oral ecological classroom on students’ oral English ability?To answer the above two problems,the author took one class of senior one of a high school in Jilin Province,with 45 students,as the research objects and conducted a4-month action research.Before the action,questionnaire survey was conducted on students to understand their views and attitudes towards the current oral classroom environment,teacher-student relationship and the relevant issues,and pre-test of oral ability was conducted to understand students’ oral ability level,and then action research was started.Because of weak oral ability,the students’ oral accuracy and fluency were trained to lay a good foundation for later actions in the first round of action research.Subsequently,the second round of action research will build on the first round of research by adding appropriateness practice in oral communication.At the end of the campaign,questionnaires will be distributed again to students to find out their attitudes towards the changed ecological classroom.At the same time,the second oral proficiency test will be conducted to understand the changes in students’ oral ability.Finally,students will be interviewed to understand their feedback on the changes in oral English classroom.After two rounds of action research and the operation of the data from questionnaire and oral test with SPSS 26.0,the following conclusions can be drawn:First of all,according to the feedback of students in interviews and questionnaires,students believe that changing the ecological niche of teachers and students,creating a harmonious classroom environment and using diverse classroom teaching activities are effective ways to create an ecological oral classroom.Secondly,through the paired sample T test on the oral test results of students before and after the two rounds of action study,it can be seen that students’ oral ability has been significantly improved(t=-15.501,p =0.000 < 0.05),which is mainly reflected in the accuracy,fluency and appropriateness of students’ oral language(accuracy t=-11.566,P =0.000 < 0.05;fluency t=-15.107 and-9.226,and p=0.000 < 0.05.The appropriateness t =-12.522 and-4.643,p= 0.000 < 0.05).Therefore,the construction of high school oral English ecological classroom is conducive to improving students’ oral ability.At the same time,the results of this study may directly improve the oral English teaching,so as to enhance the ecology of high school oral English classroom,improve the classroom efficiency,promote the improvement of teachers’ teaching level,but also promote the development of students. |
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