Chapter One Introduction
1.1 Research Motivation
通过过去三年中，笔者作为一个大学英语老师一份兼职工作。在教学期间，笔者发现，教师的奉献精神类剂量学生的英语成绩不相称。经过笔者的多次课堂教学观察，她发现很多因素可以作用教学效果。复杂多样的因素。虽然许多探讨人员曾在课堂教学中的类似主题，他们只需要一个或几个因素考虑，教学措施，教学环境或气氛，学习策略等。笔者希望卡米尔教室作为一个整体的系统，并制定了所有因素之间的联系。因此，生态教育理论是由作者选择。与以前的探讨主要使用的心理理论，语用学理论，跨文化理论等相比，英语论文，这是一项新的探讨角度来审视课堂教学。更重要的是，英语论文范文，这种思想也容纳我们社会的科学发展观。生态教育理论研讨课堂教学的下一个和谐，健康和寿命。笔者希望有一天辛勤的园丁，可以培养出最美丽的花朵在最舒适的花园。Through the past three years, the author had taken a part time job as a collegeEnglish teacher. During the teaching periods, the author discovered that teachers'devotion to class dose not proportionate to students' English achievement. After theauthor's observation about the classroom teaching for several times, she found manyfactors can influence the teaching effect. The factors are complex and various.Although many researchers have worked on the similar topic in classroom teaching,they only take one or several factors into consideration, such as teaching methods,teaching environment or atmosphere, and learning strategies. The author wanted totake the classroom as a whole system and worked out the relations among all thefactors. Therefore, the ecologic Education theories were chosen by the author.Compared with the prior studies which mainly used the psychological theories,pragmatics theories, and cross culture theories etc., this is a new study angle to surveythe classroom teaching. What's more, this thought also accommodates with oursociety's scientific developing outlook. The ecologic educational theories investigatethe classroom teaching under a harmonious, healthy, and lifetime view. The authorhope that one day the diligent gardeners can cultivate the most beautiful flowers in themost comfortable gardens.
1.2 Research Background
如“生态”，“和谐”和“健康”的概念已经深深扎根在人民群众中的事实，在20世纪，生态环境已经超出了生物学类别，并渗透到许多领域被视为有力的理论略论工具。生态学的思想，观点和措施正越来越多地被借用和移植。生态已经越来越广泛的运用越来越普遍的措施和道德ASA新型。教育生态，宝来在20世纪60年代和20世纪70年代，是一个主题，利用生态学原理和措施来探讨教育现象。教育生态学的诞生是不是变动降到生态发展和分化的结果，但也是教育探讨者的出发点，自觉应用生态准则和措施来探讨教育问题。在使用生态探讨教育体系和提高教学效果的基本准则的过程中，探讨人员已经开发的生态教室，被命名为“课堂生态”。Over the 20th century, with the fact that the concepts such as "ecology", "harmony"and "health" has deeply rooted among the people, ecology has already exceeded thebiology category and permeated many fields and been considered as a strongtheoretical analysis tool. Ecology ideas, viewpoints and methods are increasinglybeing borrowed and transplanted. Ecology has been more and more widely applied asa new type of increasingly common methodology and ethics. Educational ecology,bora in the 1960s and 1970s， is a subject which uses ecological principles andmethods to study educational phenomena. The birth of education ecology is not onlythe outcome of ecology development and differentiation, but also the starting pointthat the education researchers consciously use the ecologic principles and methods tostudy education problems. In the process of using the basic principles of ecology tostudy education system and improve the teaching effect, researchers have developedthe ecological classroom, which is named "classroom ecology". Classroom ecologyrefers to using the basic principles of ecology to think relations of main factors in thesystem, and relations between the main factors and other elements in the system.Classroom ecology analyzes our daily phenomena from ecology angle aiming to makethe classroom teaching back to nature, to harmony and to the real sit
|
