Ecological Construction of Blended Teaching Model

Although the concept of ecological class has been universal, practice of ecological class in reality is not satisfying. The paper attempts to analyze class ecology that is based on blended teaching model of face-to-face teaching and e-learning. The paper hopes that it can appeal to every educator's thought and attention by building class ecology of blended teaching model. 1. Raise of the question The ecological theory has been introduced to educational field and concepts such as ecological education, green class, ecological care and ecological class have come to our sight gradually, which means that traditional class has been viewed from the aspect of ecological education. In addition, with rapid development of technology and network techniques, artificial intelligence has been widely used in different fields, which also affects present education and teaching. The development of online education and distance education has been accepted. On January 20, 2018, "With the coming of artificial intelligence, is education still warm?" was released on column Focus of China Comment. "Network resources have been the common knowledge source for teachers and students", the awkwardness of education was reported in the article. Online teaching platforms such as Zhihuishu and Erya have been introduced by many universities and free MOOCs of more than four hundred subjects have been provided by Ministry of Education recently. We have to think about it and review traditional classroom teaching again. The blended teaching model in MOOCs has been accepted gradually. And it plays an intrinsic role with advantages on online and offline integration. The article is to discuss the construction of blended teaching model on the basis of ecological theory. 2. Ecological deficiency of classroom teaching The construction of effective blended classroom is based on ecological theory. And ecological deficiency of classroom teaching still exists in specific classroom teaching. 2.1 Ecological deficiency of classroom teaching objective Teaching objective is the result that the educator hopes the educatee to achieve. It embodies spirit of the age and represents the view of life and value of the educatee. However, ecological deficiency of some teaching objectives still exists in present classroom teaching, which makes teaching objectives not meet study requirements of the educatee. It is embodied in the following aspects. First, the knowledge-based examination system dominates value orientation of present classroom teaching. With knowledge objective stressed and emotion and motor skill objectives neglected in the objectives of classroom teaching, many students are of high scores and low abilities. On the other hand, because of the traditions formed in teaching in a long term, the development of teachers has been constricted in the stage of Concerning Situation and the teaching objective has been targeted to establish many containers imparting knowledge. In this case, the demand for self-development of students has been neglected and students become volume-produced products. 2.2 Ecological deficiency of classroom teaching subject Under the leadership of wrong objectives of classroom teaching, ecological deficiency also exists 2018 2nd International Conference on Social Sciences, Arts and Humanities (SSAH 2018) Copyright © (2018) Francis Academic Press, UK 139 among teachers and students, respectively the educator and the educatee. In recent years, teaching reforms have been promoted by curriculum reform of basic education and the student-centered concept has been rooted among the people. But teacher-centered concept has been followed in present classroom teaching. Teachers, the educator, dominate activity process, content arrangement and ultimate teaching evaluation of classroom teaching. Students, the educatee, can only accept vapid and boring knowledge passively as the audience. As for this kind of classroom teaching, the subject position of students is not embodied and required ecological balance is broken, which seriously affect the ecological development of classroom teaching. 2.3 Ecological deficiency of classroom teaching environment It was found by ecologist Allee (Warder Clyde Allee, 1885-1955) that cluster could improve the survival ability of animal and he proposed Allee Law in ecology, explaining that over sparse or overstocked population was disadvantageous. With the law used in classroom environment, it is required to arrange class size scientifically to make students study and grow in healthy and harmonious ecological environment. According to the national conditions, it is proposed to arrange 40~50 students in a classroom in China. However, most classrooms contain 70~80 students and some classrooms even contain more than 90 students. The overstocked classroom environment seriously affects normal healthy mental and physical development of students. What's more, the ecological niche of seat arrangement will not be considered. 2.4 Ecological deficiency of classroom teaching evaluation Because of the exam-oriented education for a long time, many exam-oriented concepts have been deeply rooted in the mind of many educators, which confines most teachers in the stage of Concerning Situation. These teachers pay more attention to utilize the 45 minutes of the class and improve scores of students. They do not concern the development of students. As for specific classroom teaching evaluation, the evaluation method, evaluation subject and evaluation content are all respectively single with teaching evaluation of utilitarianism. It is manifested that the participation of students in teaching evaluation is fairly insufficient. In most cases, students can only accept the evaluation of teachers, subject of the teaching evaluation. Therefore, knowledge determinism and study determinism are further reinforced. With biased classroom teaching evaluation mechanism, ecological deficiency of classroom teaching evaluation is serious. 3. Ecological features of blended teaching model Blended teaching model mainly refers to organic integration of face-to-face classroom study and online study at present. Blended teaching model has been developed on the basis of blended study. And it is a new model highlighting online study and ensuring face-to-face study. With perfect integration of class and extracurricular study, online and offline study, the student-centered concept has been highlighted. According to the theory of educational ecology based on ecological balance and ecological system, classroom ecology, as an ecological system, has been formed under interrelation and interaction of four factors of teacher, student, environment and teaching information. The ecological features of blended teaching are mainly embodied in the following. 3.1 Teaching objective of Concerning Students According to the research of Fuller and Brown, the professional development of teachers consists of several stages of concerning survival, concerning situation and concerning student. These stages also reflect development of the educator in teaching concept and teaching objective. The teaching objective of blended teaching mostly concerns development of students. With the change from knowledge orientation to ability orientation, it is expected that education can promote growth and overall development of students and enable them to apply knowledge and ability in life. In blended teaching model, teachers can fully respect students and treat all students equally. They also encourage students to doubt knowledge and have discussion. With their ability in investigation, independent innovation and problem solving motivated, the development of students has been really promoted.