Build Emotion Ecological Classroom for Teaching College Fashion English

Abstract : In order to make student-center

classroom harmoniously， vitalize the classroom， let students grow up naturally and give students more freedom， building ecological classroom has become the internal demand in the teaching reform of college fashion English. In practice， emotion ecological classroom could establish harmonious emotion environment， helping to build effective ecological classroom.

Keywords : fashion English， emotion， ecological classroom， harmony

The characteristic of college fashion English is more professional， combining basic knowledge of English and knowledge of profession. Because the difficulty increases， it's easy for students to feel dull and tedious， become ones without thinking， learn passively， receive knowledge blindly and mechanically. Consequently， fashion English classroom lacks vital life and vibrant energy. Ecological classroom (more focus on the development of students than others) could overcome these. Moreover， the vitally important element in \"Ecological Classroom\" is emotion， the basis of building ecological classroom， which stimulates students' psychological action and behavioral motive. Building emotion ecological classroom is extremely urgent.

1. The Foundation of Building Emotion Ecological Classroom for Teaching College Fashion English

The emotion here have multi-elements: the emotion between teachers and students， between students and students as well as their emotions about fashion English. These elements are equal important， not isolated and these should be based on harmonious emotion. In order to create harmonious emotion environment， the point is that love should be everywhere.

There is love， there is respect. Generally speaking， almost students who learn fashion English are art students. They have exceptional personality and show strong character. This particular case requires teachers respect every student， respect their hobbies and choices as well. Also， their emotion is richer. Once they feel teachers' love and respect， they will be influenced deeply and respond with love. Trying to do this can help to make fashion English classroom harmony.

There is love， there is tolerance. In life， frictions are unavoidable. To make it worse， each teacher have at least dozens of students. However， a little tolerance can solve these troubles. Like this， teachers must get on well with students. Of course， students can learn this very well from teachers and treat the others with tolerance. This kind of classroom must be harmonious.

2. The Pattern of Building Emotion Ecological Classroom for Teaching College Fashion English

Actually， emotion could be trained gradually. Although ecological classroom is student-center classroom， it doesn't mean that teachers are standers-by， doing nothing. Emotion here refers to students' emotion， teachers' emotion and their emotion about the knowledge. Considering this， in some situation， teachers should be integrated into students actively. After teaching college fashion English many years， I feel emotion on class is changing gradually and step by step， not still and invariable. Above all this， fashion English emotion ecological classroom could be built gradually and step by step.

Lead in class， arose the resonance of students' emotion. As Lao Tzu said， the journey of a thousand miles starts with one step. Leading-in is just the beginning of the whole class and it plays an extreme important role. College fashion English contains a lot of professional terms and knowledge， which makes students tired and makes class uninteresting. Before class， teachers should evoke their own emotion， then to arouse the resonance of students'. Teachers should be full of energy and speak English loudly and emotionally. Meanwhile， leading-in material centers around fashion and link theory with practice. Of course， various of teaching tools and teaching aids could be used simultaneously. At present， with the development of technology， more and more teachers prefer to multi-medium. We have to acknowledge it has many advantages， but at the same time， using it leads to lack of teachers and students' eye and emotional communication. Therefore， teaching aids alternates between traditional aids--blackboard and self-made teaching tools and modern aids.

Impart knowledge， stir up teachers and students' emotion. While imparting knowledge about fashion， teachers could create rich circumstance and organize colorful teaching activities. Creating rich circumstance could help students understand and accept knowledge easily; organizing colorful teaching activities could help students digest all knowledge. Taking professional terms of fashion details for example， teacher could invite one student to stand beside the teacher as a model and explain terms according to this student's clothes. After it， students could discuss and demonstrate in groups. After teaching practice in one class， all students showed great interest and teachers and students' emotion has been evoked.

Review knowledge， satisfy students' emotion. Revision should not be neglected and skipped before ending the class. This step could let students feel they have got new knowledge， feel they have made progress and it strengthen students' emotion about the course. Meanwhile， this step can make students recall the harmonious and pleasure feelings during class， which strengthen teachers and students' mutual emotion. Thus doing like this could satisfy students' emotion.

Communication after class， upgrade mutual emotion between teachers and students. The bell doesn't come to the end but the continuation of class， so the teacher should pay attention to cultivate emotion after class--listen to students and communicate with students heart to heart.

Conclusion

However， building emotion ecological

classroom for teaching fashion English is more than that. It should be the cycle process of practice， think， re-practice and re-think. The patterns mentioned in this treatise should be perfected further.

Reference:

[1]Hamilton，Stephen F. Socialization for

Learning：Insights from Ecological Research in Classrooms[J]. Reading Teacher，1983，（2）

[2]Doyle，W.Ponder，G. Classroom Ecology：Some Concerns About a Neglected Dimension of Research on Teaching [J].Contemporary Education，1975，（46）

作者簡(jiǎn)介：隋丹婷，1982年8月生，英語(yǔ)教師，講師。

（作者單位：江西服裝學(xué)院）