Ecological model essay: the professional development of university teachers from the perspective of educational ecology
Abstract: Teachers' professional development refers to the development process in which teachers integrate new knowledge and improve their professional skills and teaching quality through lifelong learning. The process pays attention to autonomy, continuity and dynamics. However, the traditional teacher professional development training model tends to instill educational theory, which is often out of touch with educational practice. Therefore, it is a realistic need to break through the limitation that teachers' development is concentrated in the field of pedagogy and build an ecological training model that conforms to teachers' professional development.
[Keywords:] education ecology; Teachers' professional development; restraining factor
Educational ecology originated in 1960s? In the 1970 s by Lawrence of the United States? Cremin formally put forward in his masterpiece "Public Pedagogy", which mainly refers to applying the relevant theories of ecology to study various phenomena and reasons in the field of education, exploring the elements of education and grasping the laws of educational development. It is an interdisciplinary subject of pedagogy and ecology. Fan, an educator in China, believes that the purpose of educational ecology is to reveal the law of the occurrence and development of educational ecosystem and promote its healthy development. The core of this theory is to treat problems with a systematic view, a holistic view and a balanced view, and the professional development of higher education teachers is also a research topic with overall relevance and dynamic continuity, which conforms to the educational ecological view. The viewpoint of educational ecology provides a strong theoretical support for the ecological training mode of college teachers' professional development. Therefore, we can analyze the factors that restrict the professional development of college teachers from the perspective of educational ecology, and put forward corresponding solutions.
First, the restrictive factors that hinder the professional development of college teachers from the perspective of educational ecology.
(A) a single knowledge structure, outdated teaching methods
In order to meet the needs of how to teach, the knowledge structure of college teachers should not only include the professional knowledge of the subjects they are engaged in, but also have certain knowledge of pedagogy and psychology. However, the reality is that some college teachers have a single knowledge in their own professional fields, and they are seriously lacking in knowledge of pedagogy and psychology. Pre-service training can only help teachers master superficial knowledge, and it is difficult to fully and deeply understand what they have learned. In the specific teaching situation, it is impossible to combine appropriate teaching methods with teaching content. Coupled with the lag of training materials, it is difficult for teachers to use the most advanced teaching theory to guide teaching practice flexibly, which leads to the disconnection between theory and practice. In the process of on-the-job teaching, it is difficult to improve the teaching level because colleges and universities overemphasize scientific research and neglect teaching, and teachers do not pay attention to the exploration of educational theory and skills. Teachers' ecological subjects have occupied the dominant position in the classroom for a long time, and overemphasized the explanation of knowledge points and the inculcation of examination contents, ignoring the participation and initiative of students' ecological subjects, which seriously affected the balance of the subjects in the classroom ecosystem.
(B) Teachers' awareness of professional development is indifferent
The internal motivation of college teachers' professional development is their professional development consciousness. However, some college teachers have a weak sense of self-professional development, which is mainly reflected in the lack of scientific research awareness, lack of reflection ability, professional emotional exhaustion and so on. The lack of scientific research consciousness is manifested in the following aspects: some teachers do not pay enough attention to scientific research, can not correctly grasp the complementary relationship between scientific research and teaching, and have insufficient investment in scientific research; Or under the guidance of utilitarian tendency, in order to realize the short-term benefits of promotion and evaluation of professional titles, we will not hesitate to spend money to create academic garbage. As a result, the amount of academic research is not qualitative, and academic corruption caused by academic chaos is widely criticized. The lack of reflection ability is mainly manifested in the single form of reflection, focusing on after-school reflection; The process of reflection is a mere formality, based on administrative orders, demanding mechanization, and lacking serious thinking about practical problems in classroom teaching; The way of reflection is closed, and many university teachers are alone, mutually exclusive and isolated. Teachers' professional emotion refers to the emotional tendency formed by teachers in the teaching process. The higher the emotion, the more it can promote the development of teachers' professional ability. At present, the professional emotional exhaustion of college teachers is mainly reflected in the following aspects: First, a strong sense of job burnout. Due to heavy teaching tasks, heavy pressure on scientific research, low salary and loss of development prospects, many college teachers are in a dormant period of career development, lacking enthusiasm and enterprising spirit. Second, the professional ethics consciousness is poor. A few teachers lack the spirit of loving their posts and dedication, and their teaching is perfunctory. Some teachers are stimulated by utilitarianism, falsifying academic data and corrupting academic atmosphere.
Obstacles to the introduction and appointment of teachers
The external factor that leads to the ecological imbalance of teachers' professional development in colleges and universities is the institutional obstacle. After the introduction of college teachers, the nominal appointment system is generally implemented, but what is it? Lifetime system? Unless teachers leave their jobs voluntarily, the chances of passive elimination are very low. Although some colleges and universities imitate? Go up or leave? System, try to implement? Limited employment period? And then what? Limited promotion? System, but mostly a mere formality or give up halfway, it is difficult to have a substantive breakthrough. And indestructible? Lifetime system? The direct result is that the flow mechanism of college teachers is not perfect. There are two trends in the flow of teachers: first, the upward flow of teachers with high academic qualifications and titles in colleges and universities leads to the inclination of outstanding talents to economically developed areas, resulting in the uneven distribution of teachers resources in colleges and universities. Second, in recent years, the exchange of visits between universities in China has shown a downward trend. Long-term failure to change the working environment and adjust the work content will inevitably lead to the lack of competitive consciousness and work passion of college teachers, which will lead to the decline of teaching quality and the withering of teachers' creativity. (D) Another external factor affecting the professional development of university teachers is the imbalance of management, which is manifested in the internal conflict of evaluation system: First, the deviation of evaluation concept, which is mainly manifested in the conflict between tool value and humanistic care. The evaluation system of teachers in colleges and universities regards teachers as a tool to improve teaching level and efficiency, controls and manages teachers' behavior with strict rules and regulations, and evaluates teachers' quality through rewards and punishments, ignoring the internal motivation of teachers' professional development and the fact that teachers are also emotional, dignified and individual natural persons, which stifles the internal needs of teachers' professional development. Second, the evaluation standard is unscientific, which shows the conflict between quantification and quality. The evaluation system of college teachers often relies too much on quantitative indicators: teaching work relies too much on quantification, and only considers the amount of teaching workload, ignoring the improvement of teaching quality, the improvement of teaching methods, the update of teaching content and teaching technology, denying the hidden factors such as teachers' initiative and creativity in the teaching process, and weakening teachers' enthusiasm for work. Too much reliance on quantitative standards in scientific research directly leads to teachers? Lightweight? Blindly using the number of papers to measure teachers, judging teachers' scientific research effect, ignoring the level of papers and the practical application value of topics, has contributed to the unhealthy trend of academic utilitarianism in disguise. Third, the evaluation method is single. The evaluation management of college teachers mostly adopts? Top down? The new evaluation method is administrative, and teachers' performance is evaluated according to the responsibility details of the employment contract. However, teachers cannot question the openness of the evaluation process, fully grasp their own shortcomings and advantages, and make clear the long-term development direction. So complete? He commented? The new assessment method deprives teachers of the right to know and encourages teachers to reject the evaluation system. The imbalance of teachers' evaluation management system makes most college teachers lose the motivation of professional development, which leads to the dilemma of teachers' professional development stagnation at present.
Second, the professional development strategy of college teachers from the perspective of educational ecology
(A) update the knowledge structure, integrating theory with practice
Educational ecology emphasizes integrity and openness. The whole teaching activity is regarded as an organic whole. There is a harmonious relationship among ecological subject, ecological object and ecological environment, and the separation of any one of them will affect the overall value of teaching. Therefore, university management and university teachers need to treat teaching activities with dynamic, balanced and relevant ideas. Infiltrating the overall balance concept of educational ecology into teaching requires college teachers to fully consider the relationship and organic combination of various teaching elements. In view of the disadvantages of single knowledge structure of college teachers, teachers need to actively integrate humanities and social sciences knowledge, professional expertise and educational psychology knowledge through teaching practice. Pre-service education should pay attention to the importance of classroom practice, post-service education should pay attention to the consolidation and accumulation of educational knowledge, and combine theory with practice in teaching. Adhere to the principle of openness and balance, actively update the teaching concept, comprehensively use diversified teaching methods, such as discussion teaching, cooperative teaching, autonomous learning and other teaching organizational forms, encourage students to participate, take the initiative and experience as the main body of classroom ecology, strive to create a harmonious classroom ecological environment for students, establish a cultural atmosphere of equality between teachers and students, and narrow the sense of distance between students and teachers, showing the integrity of the classroom while respecting the individual differences of students and meeting the needs of students' personalized teaching.
(B) the establishment of university teachers learning * * * with the body
Aiming at the problems of college teachers' indifferent professional consciousness, weak research motivation, insufficient reflective consciousness and exhausted professional emotion, the most ideal solution is to form the same body of college teachers' learning. Educational ecology holds that ecological individuals can't exist alone without the system, and competition and cooperation among individuals can promote the development of the ecosystem, and then promote the growth of teachers' individual ecological subjects. The overall value of ecosystem is not a simple superposition of individual values, but greater than the sum of individual values, which is in line with the idea of * * * in ecology. And college teachers' learning * * * isomorphism can just meet this demand. Teachers' learning * * * is a learning organization organized by schools or teachers under the guidance of the common vision of * * *, which shares information and resources through a series of practical activities such as dialogue, cooperation, consultation and reflection in an open, equal, cooperative and mutual trust manner, with the goal of promoting teachers' individual professional growth. Teachers * * * agree to break the eco-geographical restrictions among teachers, take teachers' professional development as the vision of * * * agreement, increase communication through cooperative dialogue, tap the resources of group * * * agreement, and conduct effective self-reflection on the basis of discussion and sharing. Share the latest trends in scientific research and break the gap between teachers? Flowerpots effect? Let teachers explore around research topics, awaken teachers' professional awareness, stimulate teachers' desire for professional development, and promote teachers' autonomy in professional development.
(3) Breaking the tenure system of teachers and introducing a competitive elimination mechanism.
First, break down the barrier of tenure of teachers and further improve the flow mechanism of teachers in colleges and universities. In view of the largest number of teaching assistants and lecturers in colleges and universities in China, we can first implement non-tenure system for teaching assistants and lecturers, give them a relatively long-term inspection, and use this mechanism to select outstanding young teachers. Second, introduction? In and out? The competitive elimination mechanism promotes the rational diversion of college teachers and the ecological balance of teachers' professional development. Specifically, it is to introduce competitive mechanisms, such as open recruitment system, bottom elimination system, or promotion and demotion system. Under the guidance of eliminating competition mechanism, a natural ecological environment of competition, cooperation, mutual assistance and mutual benefit will be formed. Natural selection, survival of the fittest Under the guidance of ideas, stimulate the survival and development ability of college teachers. As Yin Shidong said,? Ecological competition in teachers' professional development is the most direct motive force and the most effective tool for teachers' individual professional development. ? Eliminating the competition mechanism can greatly enhance the crisis awareness and competition awareness of college teachers, continuously improve the productivity of academic research, effectively promote teachers to achieve mutual benefit and win-win in the survival of the fittest, and realize the ecological balance of college education environment and the all-round development of teachers.
(D) Improve the multi-dimensional evaluation system
A very important ecological factor that restricts teachers' professional development in the educational ecosystem is the school management factor. When these management factors are adjusted to the tolerance range suitable for teachers' professional development, these factors will change from limiting factors to promoting factors. From the perspective of educational ecology, we can improve the management factors of college teachers' evaluation from the following three levels.
First, establish the evaluation concept of putting people first and respecting individuality and differences. The main purpose of teacher evaluation is to guide teachers to achieve personal professional development, rather than to train teachers into controllable tools. Although the reward and punishment measures implemented by the school organization and management department can arouse teachers' enthusiasm, they are external incentives and cannot promote teachers' long-term personal professional development. Therefore, the construction of teacher evaluation system should first adhere to? People-oriented? Respect the idea of teachers' individual feelings, dignity and life value, and promote teachers' internal motivation to realize individual self-worth. In addition, according to the characteristics of different colleges and universities with different orientations and different disciplines, we should abandon the unified evaluation model across the board and try our best to establish a multi-disciplinary teacher evaluation title system for different disciplines and professions, and respect the differences among teachers. According to the characteristics of different majors and disciplines, help teachers make long-term development plans that meet their personal needs and highlight the hierarchy of their personal professional development.
Second, the evaluation system of teachers' professional titles should pay attention to the combination of quantification and quality, and quantify the quantifiable indicators as clearly as possible, such as the workload of teachers. For scientific research achievements, we should not only quantify and grade according to the level of the subject or paper, but also pay attention to the practical application value and influencing factors of scientific research or paper, and pay more attention to the improvement of quality while assessing the quantity.
Thirdly, the multi-dimensional evaluation method is adopted, and the multi-dimensional dynamic evaluation method combining teacher self-evaluation, teacher mutual evaluation, student evaluation and leadership evaluation is implemented. Emphasis is placed on comprehensively understanding teachers' teaching quality and effect from multiple levels and angles, so as to provide a guarantee for teachers' professional development to obtain comprehensive information. At the same time, it also increases the authenticity, openness and scientificity of the evaluation system. The core position of teachers' self-evaluation also highlights the importance of teachers as evaluation subjects, because only teachers themselves are most aware of the efforts and improvements made in teaching, which reflects teachers' participation initiative as ecological subjects and helps teachers achieve self-breakthrough through self-understanding and self-analysis. The development of college teachers is a complex and comprehensive process, and it is not a one-off event to break through the bottleneck that restricts the professional development of college teachers. Only by fully understanding the internal and external causes of teachers' development in colleges and universities and taking reasonable and effective measures to maintain a good ecological balance of teachers' professional development can we provide realistic guarantee for the sustainability of teachers' professional development.
References:
Pan Maoyuan. Orientation, characteristics and quality of higher education in China [J]. China university teaching, 2005, (12).
[2] Fan. Educational ecology [M]. Beijing: People's Education Press, 2000, 28.
[3], Chen, Constructing the subject system of teacher education and promoting the development of teacher education? Interview with Professor Zhu Xudong, Director of Teacher Education Research Center of Beijing Normal University [J]. Teacher education forum, 20 14, (2).
[4] Yin Shidong. The Resistance and Operation of Ecological Teachers' Professional Development [J]. Teacher Education Research, 20 14, (5).
Model essay 2 on ecology "Theory and research progress of restoration ecology"
Abstract: Ecology is an important topic in the development of human history, and restoration ecology is an important part in the field of ecological research. This paper analyzes and discusses the restoration ecology, and expounds some commonly used terms and current research progress.
Keywords: restoration ecology; Research progress; theoretical research
With the rapid development of economy, the natural environment is more and more affected, and the increasing population and the rapid development of industrial industrialization make the ecological environment face more and more pressure. Moreover, in the process of economic construction, human beings overuse resources, which has caused different degrees of damage to many resources. A series of ecological and environmental problems have become an important challenge for human beings. To achieve sustainable development, we must strengthen the solution of various ecological and environmental problems, coordinate human activities with the ecological environment, and make human beings strengthen economic construction.
Definition and theoretical basis of 1 restoration ecology
1. 1 Definition of restoration ecology
Restoration ecology is a new term in the field of ecological research, which mainly aims at ecological problems and is committed to repairing the damaged ecological environment. Because this field involves many disciplines, it is also called comprehensive ecology. Simply put, restoration ecology is a subject about ecological restoration, which refers to the process of rebuilding and restoring the destroyed ecological environment through people's research on the ecological system, so that the ecological environment can play its corresponding ecological functions and the natural ecological environment can achieve sustainable development. In this research field, the most important thing is restoration, which can be divided into generalized restoration and narrow restoration. In a narrow sense, it is a work that restores it to its original state. Broadly speaking, restoration is the need of human society, and some damaged natural systems should be rebuilt according to the related technologies of ecological engineering. It can be seen that restoration ecology is of great significance in strengthening ecosystem construction, optimizing management and protecting biodiversity.
1.2 theoretical basis of restoration ecology
Restoration ecology corresponds to the destroyed ecological environment. Ecological destruction can be understood as the change of the structure and function of the ecosystem and the disorder of the relationship between ecology and nature. So this restoration process is to restore nature to a harmonious relationship. Due to the complexity of natural conditions and the influence of human society on the utilization of natural resources, ecological restoration can not restore the destroyed environment to the most primitive state, but can only restore and restore as much as possible on the existing basis, so that the ecological natural system can maintain a certain ecological function. Ecological restoration is an activity that must be carried out after the ecological environment is destroyed. Through various physical, biological and chemical means, the development direction and evolution process of the ecosystem are controlled, so as to realize the process of reconstruction.
2. Restore ecological development
2. 1 Overview of research and development of restoration ecology abroad
It has been many years since humans began to study restoration ecology. Some scholars believe that ecological restoration is only the step of 1 in restoration. If an ecosystem wants to maintain integrity and stability, it needs to think globally. From 1950s to 1960s, many countries in Europe and North America began to pay attention to their own environmental problems, and began to do some research, using some engineering and biological measures to control environmental problems such as soil erosion. Since the 20th century, many countries have been strengthening ecological restoration, such as some developed countries in Europe and America, strengthening the restoration of water bodies and tropical rainforests, and Japan strengthening the restoration of some degraded vegetation. The research on ecological restoration has never stopped. In the mid-1970s, it was held in America. Restore the damaged ecosystem? The international symposium conducted in-depth research and discussion on the problem of ecosystem destruction, and also published corresponding books. Scientists discussed the problem of ecological restoration from different angles. 1984 held a seminar on restoration ecology to analyze and discuss the unity of restoration ecology theory and practice, and put forward the role of restoration ecology in the process of economic development and natural environment protection. The primary function of ecological restoration is to complete the restoration of the ecological environment and keep the original balance of the ecological environment. Secondly, it can also promote economic and social development, because people's economic activities are inseparable from the ecological environment, and economic and social development is inseparable from the support of the ecological environment. 1985, the United States was founded? Restore the earth? Organization, make the ecological restoration work organized and systematic. From 65438 to 0996, the first World Conference on Restoration Ecology was held in Switzerland, which emphasized the position of restoration ecology in the field of ecology and made the study of restoration ecology further. However, the focus of each region is different. For example, Europe is more inclined to restore mines, North America is more inclined to restore water bodies and woodlands, and China emphasizes the comprehensive utilization of agricultural resources.
2.2 Summary of domestic research on restoration ecology
The ecological environment of China has also been seriously damaged in the process of economic and social development. Strengthening ecological restoration research is also an important content in the process of ecological environment restoration and protection in China. China has also realized the importance of ecological restoration in the process of development, so it has been a long historical time to start ecological restoration. Typically, the grassland in Xilin Gol League of Inner Mongolia degenerates under the pressure of overgrazing, and then it is closed and restored. According to the basic characteristics of degraded grassland community and the driving force of restoration, a mathematical model of degradation was established, and the strategies of grassland restoration were discussed with the help of this model, so as to effectively protect the local grassland ecosystem. In the southwest of China, some scholars have also restored the degraded karst community in Maolan, Guizhou. Starting from the degraded ecological environment, they studied and analyzed the specific ecological environment, and combined with the theory of ecological restoration, the research work of restoring ecology has made effective progress. Bao Weikai and others studied the type, intensity, frequency and temporal and spatial pattern of human disturbance in Dagou watershed in the upper reaches of Mianjiang River, analyzed and discussed the community structure and species composition of the ecosystem, and analyzed the human impact. Some scholars have also studied soil structure, soil animals and soil microorganisms, and put forward the resilience of evergreen broad-leaved forest ecosystem, which is of great help to the restoration of forest ecosystem in China. China has a vast territory and rich forest resources. Forest vegetation restoration is an important part of restoration ecology research. There are many theoretical and practical researches on vegetation restoration, and great progress has been made. For example, the discussion of vegetation restoration in the Loess Plateau, the restoration and reconstruction of abandoned vegetation in mines, and the restoration of desert vegetation have effectively restored various types of ecological environment systems in China, and many research documents have appeared in the process of continuous restoration, which is of great help to the ecological restoration and ecological protection of future generations. The natural ecosystem itself has a certain recovery ability, but it is an important way to strengthen artificial restoration for the seriously damaged ecosystem. In this regard, China has also actively strengthened the research on various restoration technologies. Using artificial ecological engineering can accelerate the restoration of ecosystem, especially for the extremely damaged ecological environment, it is more necessary to use artificial restoration technology.
3 Conclusion
To sum up, the ecological environment is closely related to human development. In the process of strengthening economic construction, the damage to the natural ecological environment is becoming more and more serious. Ecological restoration is an important process to maintain the harmonious development of nature. Restoration ecology is mainly aimed at the restoration of ecological environment. This research field involves a wide range of contents, and the research in this field is increasing at home and abroad, which is of great significance to the sustainable development of ecosystems.
refer to
1 Puyang. Theory and research progress of restoration ecology [J]. Biotechnology World, 20 15( 12)
2 Gao Yanhua, Wang Hongqing, Liu. Research progress of ecological restoration evaluation [J]. Jiangxi Science, 2003( 13)
Huang Chuanxiang, Kang Xingang, Cui Qiuhua. Research and Application of Restoration Ecology [J]. Journal of Forestry and Orchard Research in Hebei Province, 2009(5)
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