近些年來,教育生態(tài)問題的研究成為學(xué)界關(guān)注的熱點(diǎn)。英語課堂生態(tài)是一個特殊的屬于教育生態(tài)系統(tǒng)的微觀生態(tài)系統(tǒng)。課堂教學(xué)引進(jìn)生態(tài)理論是如今教育的一大創(chuàng)新,基于教育生態(tài)的課堂教學(xué)研究成為了課堂研究的一種新趨勢。課堂生態(tài)是指課堂中的主體包括教師和學(xué)生同課堂生態(tài)客體之間相互作用以達(dá)到教學(xué)目的的有機(jī)整體。作為課堂生態(tài)的微觀系統(tǒng),英語課堂生態(tài)也受到了教育專家以及英語學(xué)者的關(guān)注,給課堂教學(xué)實(shí)踐提供了新的研究視角。和諧平衡的初中英語課堂生態(tài),不僅能夠促進(jìn)初中英語教學(xué)質(zhì)量的提升,還有助于初中英語教學(xué)改革與發(fā)展。然而,在中國,從不同角度將生態(tài)原則應(yīng)用到課堂教學(xué)實(shí)踐中的研究仍然較少,將理論和實(shí)踐相結(jié)合的研究在國內(nèi)仍然不足。在內(nèi)蒙古自治區(qū),蒙古語授課英語教學(xué)與漢語授課在英語教材、開設(shè)年級、教學(xué)內(nèi)容、考試內(nèi)容等方面大體相同,但兩類學(xué)校的英語教育發(fā)展存在一定不平衡,因此,研究蒙漢初中英語課堂生態(tài)顯得尤為重要。本研究旨在對比蒙漢初中英語課堂生態(tài)進(jìn)行對比,主要研究問題有:1、蒙漢初中英語課堂生態(tài)情況如何?2、在英語課堂生態(tài)中的英語課堂環(huán)境,學(xué)生英語學(xué)習(xí),英語教師教學(xué)三個維度上,蒙漢初中是否在存在差異?3、蒙漢初中英語課堂生... 

【文章來源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁數(shù)】：110 頁

【學(xué)位級別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Background of the Study
        1.1.1 Emergence of English Classroom Ecology
        1.1.2 Study of English Classroom Ecology
        1.1.3 English Curriculum Standard
    1.2 Objective and Significance of the study
        1.2.1 Objective of the Study
        1.2.2 Significance of the Study
    1.3 Structure of the Study
Chapter Ⅱ Literature Review
    2.1 Definition of Related Concept
        2.1.1 Educational Ecology
        2.1.2 Classroom Ecology
    2.2 Relevant Studies of English Classroom Ecology at Home andAbroad
        2.2.1 Related Researches Abroad
        2.2.2 Related Researches at Home
    2.3 Theoretical Foundation
        2.3.1 Educational Ecology
        2.3.2 Humanism
        2.3.3 Trilingual Acquisition
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
        3.2.1 Subjects of Questionnaire
        3.2.2 Subjects of Interview
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection
Chapter Ⅳ Data Analysis and Discussion
    4.1 Analysis of Questionnaire
        4.1.1 General Situation of Mongolian Students’English ClassroomEcology
        4.1.2 General Situation of Han Students’English Classroom Ecology
        4.1.3 Difference of English Classroom Ecology between Mongolianstudents and Han students
    4.2 Analysis of Interview
        4.2.1 Population Size and National Character
        4.2.2 English Preference and Proportion of Examination
        4.2.3 Traditional Concept and Professional Competence
        4.2.4 Trilingual Acquisition
Chapter Ⅴ Conclusion
    5.1 Major Findings
    5.2 Implications for Teaching
        5.2.1 Implications for Mongolian Middle School Teachers
        5.2.2 Implications for Han Middle School Teachers
    5.3 Limitations and Prospects for Future Study
References
Appendix Ⅰ Questionnaire English classroom ecology
Appendix Ⅱ Students’interview outline
Acknowledgements



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