Author(s)

Lasheng Li ¹

Affiliation(s)

¹ Jianghan University, Wuhan, Hubei, China

Corresponding Author

Lasheng Li

ABSTRACT

In recent years, with the deep integration of information technology and college education and teaching, Internet technology has shifted from auxiliary teaching to leading teaching, which has brought about major changes in teaching forms and learning methods, and caused a serious ecological imbalance in classroom teaching in colleges and universities. In view of the current existing university classroom ecological problems, it is particularly important and urgent to explore and promote ecological optimization and reconstruction. First, update teachers' education and teaching concept. Second, follow the principle of "tolerance and the most moderation", and create a diversified classroom material environment. Third, improve teachers' information teaching ability and avoid the "flower pot effect" of information classroom. Fourth, prevent the "edge effect" of the information class, and ensure the main ecological niche of students. Fifth, return to the agricultural attribute of classroom teaching, and reconstruct the harmonious relationship between teachers and students.

KEYWORDS

Internet+, University Classroom, Ecology Optimization Reconstruction

CITE THIS PAPER

Lasheng Li, Optimization and Reconstruction of University Classroom Ecology under the Threshold of "Internet +". Adult and Higher Education (2022) Vol. 4: 60-69. DOI: http://dx.doi.org/10.23977/aduhe.2022.040209.

REFERENCES

[1] Fan Guorui and Wang Jianqiang: New Progress in Research on Contemporary Western Education Ecology, Global Education Outlook, no. 9,2007.
[2] Wu Jinfu, Zhu Wenwei, Educational Ecology, Jiangsu Education Press, 1990.
[3] The herself conducted a questionnaire survey.
[4] Kong Yue:  Mobile Phone and Teacher: Who can Catch the attention of college students? The Beijing News, edition 14-15, June 9,2014.
[5] Liu Zhe, Yin Rui, The Connotation and Improvement Path of Teachers' Information Teaching Ability, China Education Journal, no. 10, 2014.

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