Paper Keywords: classroom ecosystem construction
Abstract: Classroom teaching is a systematic three-dimensional structure, which consists of teachers, students and environment. We must follow the principles of openness, integrity, dynamic balance and pluralism, stimulate students' learning enthusiasm, give full play to their subjective initiative, establish the concept of sustainable development, and construct the ecological teaching theory of art classroom in primary and secondary schools by adopting flexible and diverse teaching methods.
According to ecology, any living thing has its own life and diversity, its own complete natural whole, and it is a stable, orderly and complete isomorphism of life, which is in constant contact with each other directly or indirectly. The idea of modern ecology requires some revolutionary changes in human spirit or thought, requires human beings to transform their own survival value system and ecological value system, and thinks about the ecological balance of the living environment. Ecological classroom teaching in art teaching activities in primary and secondary schools means that teachers, students, teaching content and environment are regarded as an interactive dynamic system, so as to establish an integrated, harmonious and sustainable teaching model and finally realize the educational and teaching objectives of * * * *.
First, the principles of the construction of classroom ecological theory of art education in primary and secondary schools
With the arrival of ecological society, education will eventually realize the overall stipulation of returning to nature. Classroom is a learning field, which is restricted by social and cultural conditions. Many students and teachers are carrying out their own activities with the help of interaction. In the art education classroom of primary and secondary schools, teachers, students and the environment constitute the classroom ecosystem. Every part of them hides a complex organization. Biodiversity is an important index to measure the vitality and sustainability of ecosystem, and it is this diversity that makes classroom teaching full of vitality.
(1) Open principle. As an open ecosystem, the ecological classroom has the acquisition and exchange of material, energy and information, so as to realize its own continuous renewal and development. At the same time, as an interactive related system, ecological classroom is also in a multi-interactive relationship between its internal ecological factors and between ecological factors and external environment, which makes it interact with matter, energy and information. In art classroom teaching in primary and secondary schools, teachers and students become the dominant factors in teaching. They are all responsible for the transmission, decomposition and processing of information, integrating production, consumption and decomposition. In the ecological teaching of art classroom, the ecological subject constantly absorbs knowledge through the external environment, and transmits the actively constructed knowledge to other ecological individuals in its own way, thus promoting the common development of classroom life and completing the socialization process of individuals. Therefore, to some extent, we say that the opening of ecological teaching in art classes in primary and secondary schools is essentially a process of liberating students' psychology, creating a relaxed, harmonious and democratic psychological atmosphere for students, and encouraging students to imagine freely and think boldly, so as to fully tap their potential and fully display their individuality. The purpose of advocating openness is to generate, so that every art class can make students gain something and feel about life.
(2) the principle of integrity. The ecological environment of classroom teaching is an interdependent, interactive and win-win whole of teachers, students, teaching contents, teaching methods and means. As a part of the whole classroom teaching, teachers' knowledge, skills, attitudes, emotions and behaviors play a role in the whole system and affect the normal classroom teaching. Of course, in the art classroom ecosystem of primary and secondary schools, teachers and students are different individuals with different life backgrounds, emotional experiences, knowledge structures and cognitive levels, and their roles and positions in the whole classroom ecosystem are also different. Therefore, the ecological education of art classes in primary and secondary schools must be people-oriented, respect the unique value of life and individuals, highlight the recognition of human integrity, and tolerate different rational concepts. It is believed that every specific individual is an inseparable organism, and individual life exists in the environment in a holistic way, and survives and develops in the uninterrupted interaction with the environment. In art classroom teaching, we are required to pay attention to the "harmony" among various factors in the classroom, that is, the overall harmony. Specifically, it is to achieve harmony between teachers and students, teaching and learning, teaching objectives, contents and methods, in-class and out-of-class harmony and so on. The overall harmonious ecological classroom will make teachers and students agree with each other, be psychologically compatible and resonate, and form a harmonious teaching situation and atmosphere in which teachers enjoy teaching and students enjoy learning.
(3) The principle of dynamic balance. Nature is an organic whole and each system is not isolated. It exists in various vertical systems and also has various connections with horizontal systems. Balance and imbalance can flow and transfer in these large and small systems. Ecological education in art classes in primary and secondary schools is an organic part of nature, a part of the whole ecology and an organic whole system. There are various components in the classroom and their own operating rules, but they are by no means independent and irrelevant, but a unified whole. Spontaneous transfer of ingredients and artificial promotion promote the continuous development of classroom system. The process of ecological education in art classroom in primary and secondary schools is a process of communication, positive interaction and common development between teachers and students. Ecological classroom regards students as the first resource of education and teaching, establishes a free, harmonious and independent ecological learning environment for them, makes students' cognition, emotion, attitude and values develop harmoniously as a whole, and makes the transformation of material, energy and information in the classroom cycle move from imbalance to balance, from new balance to new imbalance and spiral upward, thus continuously improving classroom teaching efficiency and quality of life and realizing the unified development of the whole classroom and dynamics.
(4) The principle of pluralistic existence. The evolution of a species will inevitably change the selection pressure on other organisms and cause changes in other organisms, and this mutual adaptation and interaction between * * * and evolution is co-evolution. Therefore, in the process of exploring and transforming nature, people should always treat everything in nature with a broad vision, mind and vision. Teachers and students in ecological classroom teaching are diverse individuals. Diversity is the external expression of the rich internal relations in the classroom ecosystem. In classroom teaching, we should recognize the diversity of students and allow and protect the existence of students' personality in classroom teaching. Ecological classroom should follow the laws and principles of individual life development, promote students' life to be more complete and harmonious, reflect the return of educational essence, enter the students' life world, promote the harmonious operation of classroom teaching elements, make teachers and students develop together in rich and diverse environments, and realize the unity of pluralistic existence and harmonious life.
Second, the path choice of ecological teaching theory construction in art classroom in primary and secondary schools
Classroom teaching is a rich and complex ecosystem with vitality. Classroom teaching activities involve all aspects of society and have the characteristics of complexity. The realization of ecological education in art classrooms in primary and secondary schools has a long way to go, and it is a problem that teachers, schools and society must care about. Only by giving full play to the strength of all the staff, grasping the management of * * *, and cooperating with Qi Xin, can the educational goal of ecological art classroom in primary and secondary schools be truly realized.
(A flexible and diverse teaching methods to cultivate students' creative thinking. Creative thinking is relative to reproducible thinking. It does not simply rely on the original knowledge and memory, and does not copy the existing laws and procedures. Instead, we should reorganize the existing knowledge and experience in our minds, apply laws and principles flexibly, and form new procedures and schemes to solve problems. Often manifested in inventing new technologies, forming new concepts, putting forward new plans and decisions, and creating new theories. Its achievements are novel, unique and valuable. With the era entering 2 1 century, new knowledge and new technology emerge one after another, which requires teaching to meet the needs of social development. In art classroom teaching, teachers are required not to restrict students' thinking, but to allow students to think from multiple angles and directions. In art appreciation class, teachers should encourage students to express their independent understanding and feelings, protect students' unique thinking activities, and let students deeply feel the artistry of works of art and the diversity of creative thinking.
(2) Stimulate students' enthusiasm for learning and cultivate their attitude and ability to master and apply knowledge. The basic goal of ecological teaching in art class in primary and secondary schools is the subject of ecological class? The establishment of students' learning ecology. Under the new situation, classroom ecological teaching requires teachers to create an educational environment that can guide students to actively participate, establish the concept of relying on students in an all-round way in the teaching process, build a student-oriented autonomous classroom, believe in students' learning essence and potential, stimulate students' learning enthusiasm, cultivate students' attitude and ability to master and use knowledge, pay attention to awakening, exploring and improving students' potential, create a harmonious and caring classroom interpersonal atmosphere for students' independent development, and let students explore learning contents and methods independently. Any subject, not only imparting professional knowledge, but also shouldering the heavy responsibility of education, must conform to the law of human development, and art education is no exception. It also requires teaching to pay attention to the all-round growth of students and promote the harmonious development of students' cognition, emotion, attitude and skills.
(3) The teaching method changes from indoctrination to people's active development. Contemporary teenagers are facing an unprecedented era of rapid development and change. Only by learning to think and analyze things independently, constantly discovering new problems and creatively solving problems can we survive and develop in a fiercely competitive society. This requires students to have strong thinking ability, especially creativity. However, in the traditional art classroom teaching process, teachers are not only writers and directors, but also the only actors, and students are audiences and puppets. This teaching method alienates students' learning motivation, distorts their personality and stifles their creativity and imagination. The purpose of ecological teaching in art class in primary and secondary schools is to let students learn to enrich their own experience world from different aspects, learn to realize the exchange and creative transformation between human experience world and social spiritual world, and gradually complete the personalized and creative possession of social spiritual wealth by personal spiritual world. It requires teachers to update their knowledge structure, broaden their horizons, put the classroom on the basis of openness, interaction and practice, and start an equal dialogue with students to create an atmosphere for students to pay attention to themselves and realize their self-worth. Teachers should adopt heuristic, discussion and open methods to guide students to explore and solve problems from different angles and in different ways. Only in this way can we truly create an innovative era of ecological teaching in art classrooms.
(D) Advocating dynamic teaching method and establishing the concept of sustainable development. In an ecosystem, the richness and diversity of organisms, their evolutionary adaptability and the harmonious relationship between population and environment are indispensable conditions for the sustainable development of the system. The development of students in ecological teaching of fine arts in primary and secondary schools refers to the sustainable lifelong development of all students' overall personality and personality, which meets the needs of society. Art ecology classroom teaching has the characteristics of diversity, openness and randomness. In other words, the teaching relationship it shows is not static and fixed, but dynamic and changing. Teaching and learning have the essential requirements of communication and interaction, and it is a developing, value-added and generating process. In teaching, classroom resources are dynamically generated according to teaching objectives and students' needs, and their own knowledge system is constructed through subjective and dynamic learning, thus promoting their own growth and development. It requires paying attention to the quality and efficiency of classroom teaching, students' satisfaction, and constantly promoting the improvement of classroom teaching effect and the life development of teachers and students. In a word, the goal of sustainable development is the development direction and ultimate value pursuit of ecological teaching in art classes in primary and secondary schools.
References:
[1] Zhu. Ecological classroom teaching mode of student-oriented education [J]. Curriculum teaching methods, 2004, (5).
[2], Peng, Classroom Ecological View [J]. Educational Theory and Practice, 2002, (10).
[3] Sun Zhinan. The Construction of Ecological Classroom Situational System under the Effective Teaching Theory [J]. Journal of Jilin Institute of Education, 20 10, (3).
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