With the reform of the national college entrance examination in China, the post reading continuation is a new type of English college entrance examination developed by the examination center of the Ministry of education. Based on the perspective of educational ecology, this paper analyzes the current difficulties and causes of English reading and writing teaching in senior high school. It finds that there are problems such as imbalance of ecological subject status, unclear teaching and testing, inappropriate limiting factors, unavoidable flowerpot effect, mismatching of ecological links, and difficult to achieve all-round development. Then  three strategies are puts forward to optimize English reading and writing teaching in senior high schools. First, learn to establish the concept of ecological education and strengthen the role consciousness of teachers and students. Second, try to provide a harmonious classroom environment and create a real teaching environment. Third, learn to enrich reading and writing teaching activities and establish an ecological evaluation mechanism.

Weiyu Lian. A Study of English Continuation Writing Teaching in Senior High Schools from the Perspective of Educational Ecology. Academic Journal of Humanities & Social Sciences (2020) Vol. 3, Issue 5: 14-20. https://doi.org/10.25236/AJHSS.2020.030503.

[1] Examination center of the Ministry of education (2015). Introduction to the national unified examination for the enrollment of general institutions of higher learning (trial in the experimental provinces of the comprehensive reform of the college entrance examination).Beijing: Higher Education Press.
[2] C.M. Wang, L.X. Qi (2013). A study on the testing type of continuation writing. Foreign language teaching and research, vol.45, no.5, pp.93-95.
[3] C.M. Wang (2010). Interactive coordination and foreign language teaching. Foreign language teaching and research, vol.42, no.4, pp.51-79.
[4] X.L. Shi (2016). Ecological Classroom: value, characteristics and construction. Chinese adult education, no.23, pp.93-95.
[5] D.F. Wu, W.W. Zhu (2000). Education ecology. Jiangsu Education Press.
[6] D. Xie (2017). English reading and writing teaching in senior high school from the perspective of the types of continuation writing in college entrance examination. Foreign language teaching in primary and secondary schools (middle school), vol.40, no.11, pp.1-6.