【作者】 王艳；

【导师】 郭三娟； 李萍；

【作者基本信息】 山西大学 ， 教育硕士（专业学位）， 2025， 硕士

【摘要】 随着全球化与素质教育的深入推进,小学英语教学正成为学生语言能力与综合素养培养的关键环节。然而,传统的“填鸭式”课堂已难以充分激发学生的兴趣与潜能,也难以满足新课改对互动与个性化发展的要求。基于此,生态课堂理念应运而生,通过强调课堂生态系统的平衡与协同,为提升学生的英语学习兴趣与全面发展提供了新的可能。本研究以齐齐哈尔市B小学为例,采用问卷调查、访谈与课堂观察等多种研究方法,对生态课堂在小学英语教学中的实际应用效果进行了系统探究。研究发现,在引入情境化教学和多样化互动设计后,学生的学习兴趣与参与度显著提升;通过小组合作、角色扮演等活动,学生更愿意开口表达,语言应用的自信心得到明显增强。与此同时,教师的角色也从单纯的知识传递者转变为学习支持者与活动引导者,课堂效率和教学效果均得到改善。多元化评价体系的引入既关注学生的听说读写技能,又兼顾情感态度与协作精神的发展,进一步促进了学生在语言与综合素质方面的成长。综上所述,本研究为生态课堂在小学英语教学中的可行性提供了理论与实践依据,并指出在不同年级与学科中推广生态课堂对于学生综合素养的培养具有重要意义,也有助于促进课堂教学模式的持续创新与优化。更多还原

【Abstract】 With the deepening of globalization and the emphasis on well-rounded education,primary school English instruction has become a pivotal stage for cultivating students’language abilities and comprehensive skills.However,the traditional“rote-learning”classroom has not been able to fully spark students’interest and potential,nor meet the demands of the new curriculum for interaction and personalized learning.Against this backdrop,the concept of the ecological classroom has emerged,highlighting the balance and synergy within the classroom’s ecosystem as a fresh approach to enhancing students’interest in learning English and promoting their overall development.This study takes B Primary School in Qiqihar as its case and employs questionnaires,interviews,and classroom observations to systematically examine the practical effects of ecological classrooms on primary school English teaching.The findings reveal that,after implementing contextualized teaching and diverse interactive activities,students demonstrated a marked increase in both learning interest and participation;through group collaboration and role-play exercises,they became more willing to speak up and gained greater confidence in using the language.At the same time,teachers transformed their role from mere transmitters of knowledge to supporters and facilitators of student learning,leading to improvements in both classroom efficiency and teaching outcomes.The introduction of a diversified evaluation system not only addressed students’listening,speaking,reading,and writing skills,but also took into account their emotional attitudes and cooperative spirit,further promoting their language proficiency and holistic growth.In conclusion,this study provides theoretical and practical support for the feasibility of ecological classrooms in primary English instruction,and underscores the significance of extending the ecological classroom approach to different grades and subjects for the cultivation of students’overall competencies.It also contributes to the ongoing innovation and optimization of classroom teaching models.更多还原