【摘要】：隨著教育事業(yè)的不斷創(chuàng)新與發(fā)展,教育生態(tài)學(xué)作為一門新興的學(xué)科為眾多教育學(xué)者所研究。因此,以生態(tài)主義思想方法研究課堂教學(xué)已成為一種重要的途徑。小學(xué)英語生態(tài)化課堂教學(xué)作為教育生態(tài)學(xué)微觀領(lǐng)域的研究對象,在理論研究層面上處于初步發(fā)展階段,在實踐研究層面上的研究數(shù)量少之又少。本研究以生態(tài)主義思想方法為指導(dǎo),采用了文獻法、課堂觀察和訪談法等多種研究方法,從理論上闡述了小學(xué)英語生態(tài)化課堂教學(xué)的內(nèi)涵、基本特征以及其獨特的功能,從而豐富了小學(xué)英語課堂教學(xué)的研究;從實踐上對小學(xué)英語生態(tài)化課堂教學(xué)進行現(xiàn)狀調(diào)查并對此加以分析。同時,針對出現(xiàn)的非生態(tài)化現(xiàn)象進行思考,最后提出了小學(xué)英語生態(tài)化課堂教學(xué)的優(yōu)化策略,從而為小學(xué)英語課堂教學(xué)健康有序地運行提供珍貴的建議。全文共分為四個部分。第一部分闡明了選題緣由,接著又闡述了研究目的與意義,分析了國內(nèi)外研究現(xiàn)狀。同時,回顧了本研究的研究方法、涉及的相關(guān)概念,對于本研究的創(chuàng)新與不足又作了進一步的說明。第二部分是從理論層面上對小學(xué)英語生態(tài)化課堂教學(xué)進行分析。本部分闡明小學(xué)英語生態(tài)化課堂教學(xué)的內(nèi)涵和整體性、開放性、動態(tài)平衡性以及可持續(xù)發(fā)展性的四個基本特征,同時闡述了小學(xué)英語生態(tài)化課堂教學(xué)物質(zhì)流動功能、協(xié)調(diào)關(guān)系功能、制度規(guī)范功能以及生態(tài)育人功能的四個功能。第三部分是對小學(xué)英語生態(tài)化課堂教學(xué)的現(xiàn)狀調(diào)查。本文采取了文獻法、訪談法、課堂觀察法等調(diào)查方法分析得出在小學(xué)英語生態(tài)化課堂教學(xué)中教師教學(xué)理念、課堂教學(xué)評價、課堂教學(xué)環(huán)境、以及課堂教學(xué)管理等方面存在的非生態(tài)化,并基于調(diào)查結(jié)果對小學(xué)英語生態(tài)化課堂教學(xué)中存在的非生態(tài)化現(xiàn)象進行原因分析。最后一部分是在第三部分對調(diào)查結(jié)果及現(xiàn)狀分析的基礎(chǔ)上,基于小學(xué)英語生態(tài)化課堂教學(xué)的理論研究提出了小學(xué)英語生態(tài)化課堂教學(xué)優(yōu)化的五項原則。同時,在教學(xué)理念、教學(xué)環(huán)境、教學(xué)評價與教學(xué)管理四個方面闡釋了具體的優(yōu)化策略。
[Abstract]:With the continuous innovation and development of education, educational ecology as a new discipline has been studied by many educational scholars. Therefore, it has become an important way to study classroom teaching with ecological thought method. As an object of study in the micro field of educational ecology, primary English ecological classroom teaching is in the initial stage of development at the level of theoretical research, and the amount of research on the level of practical research is very small. Guided by the method of ecologicalism, this study adopts many research methods, such as literature method, classroom observation and interview method, and expounds theoretically the connotation, basic characteristics and unique functions of ecological classroom teaching in primary school English. It enriches the research of English classroom teaching in primary schools, and investigates and analyzes the present situation of ecological English classroom teaching in primary schools in practice. At the same time, the author thinks about the non-ecological phenomenon, and finally puts forward the optimization strategy of primary school English ecological classroom teaching, so as to provide valuable suggestions for the healthy and orderly operation of primary school English classroom teaching. The full text is divided into four parts. The first part clarifies the reason of choosing the topic, then expounds the purpose and significance of the research, and analyzes the current research situation at home and abroad. At the same time, the research methods and related concepts are reviewed, and the innovation and deficiency of this study are further explained. The second part is the theoretical analysis of primary English ecological classroom teaching. This part clarifies the four basic characteristics of the ecological classroom teaching of primary school English, including its connotation and integrity, openness, dynamic balance and sustainable development. At the same time, it expounds the function of material flow in the ecological classroom teaching of primary school English. The function of coordination relation, the function of system regulation and the function of ecological education. The third part is a survey of the present situation of ecological English classroom teaching in primary schools. This paper analyzes the methods of literature, interview, classroom observation and so on. It concludes that teachers' teaching concept, classroom teaching evaluation, classroom teaching environment, and so on, in primary school English ecological classroom teaching. And the non-ecologicalization of classroom teaching management and so on. Based on the results of the investigation, this paper analyzes the causes of non-ecological phenomenon in primary school English ecological classroom teaching. In the last part, on the basis of the analysis of the results of the investigation and the present situation, five principles for the optimization of the ecological classroom teaching in primary English are put forward based on the theoretical research of the ecological classroom teaching in primary school English. At the same time, the optimization strategies are explained in four aspects: teaching idea, teaching environment, teaching evaluation and teaching management.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

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