This paper, using tests, questionnaire, interview, and the learning evaluation sheet, analyzed the impact of student-centered learning community on stimulating and cultivating the students’ awareness of learner autonomy and... [ view full abstract ]
This paper, using tests, questionnaire, interview, and the learning evaluation sheet, analyzed the impact of student-centered learning community on stimulating and cultivating the students’ awareness of learner autonomy and developing English language competence from the aspects of teaching practice in combination of learning community and college English learner autonomy. In traditional class, teachers are knowledge imparters while the students are knowledge containers. Learning by rote and spoon-feeding are encouraged in school. Different from traditional teaching class, learning community is a kind of learning organization with willingness as the premise, shared vision as the bond and participation, interaction and cooperation as the core. In the half-year “Learning to Learn” learning guidance workshop practice, such strategies as cultural creation, empowerment, communication and co-construction were implemented to 120 freshmen of master students in DUT to structure a learning community possessing vision, participation, dialogue, cooperation, affiliation and other factors. The research findings show that the learning community mode had a strong correlation with learner autonomy and played a positive role in the enhancement of language competence. This model can be generally accepted by students. It can effectively promote college students’ self-regulated learning and is of great significance to enhancing college students’ learning effect, improving the quality of college teaching and enriching college teaching methods. Through the practice, we learn that we should build the class culture of trinity and perform a research teaching model and take them as route. In the new teaching model, the teacher need be a leaner who studies together with students, a knowledge imparter who can help all students participate in cooperative learning and a researcher who makes research on teaching activities, teaching method etc. Secondly, group learning need be adopted to promote cooperative learning and improve students’ learning autonomy. Thirdly, students’ differences should be valued and respected. Each student need be treated equally. Last, both teacher and students need take advantage of network and multimedia to get learning resources.
