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International Journal of Educational Innovation and Science, 2020, 1(3); doi: 10.38007/IJEIS.2020.010304.

Evaluation of the Strategies of College English Ecological Classroom Teaching for Sustainable Development


Ying Zhan

Corresponding Author:
Ying Zhan

College of Management, Northwest University of Political Science and Law, Shaanxi 450002, China


Under the concept of the new English curriculum standard, it is required to fully highlight the dominant position of students in classroom teaching, with the goal of promoting students' comprehensive, balanced and sustainable development. Ecological classroom is a new teaching mode under this background, which provides new ideas for English teaching. At this stage, the promotion of ecological classroom is not mature, and there are many problems in the teaching content and teaching strategies, leading to low teaching efficiency, and students' enthusiasm for learning continues to decline. From the perspective of sustainable development, this paper analyzed the current non ecological situation of college English classroom from the perspectives of restrictive factors, marginal effect (teaching mode), classroom ecological environment and flowerpot effect (English test). Aiming at the emerging problems, this paper put forward the teaching strategies of college English ecological classroom from four aspects: getting rid of the constraints of restrictive factors, determining students' ecological niche, paying attention to classroom physical environment, and downplaying CET-4 and CET-6. The final experimental results showed that the new strategy proposed in this paper has enhanced the students' enthusiasm for learning, improved the teaching efficiency by 7.89%, and provided an important reference value for the sustainable development of English teaching.


Ecological Classroom, Ecological Teaching, College English, Sustainable Development

Cite This Paper

Ying Zhan. Evaluation of the Strategies of College English Ecological Classroom Teaching for Sustainable Development. International Journal of Educational Innovation and Science (2020), Vol. 1, Issue 3: 44-55. https://doi.org/10.38007/IJEIS.2020.010304.


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