| The National Medium and Long-Term Plan for Education Reform and Development(2010-2020)is proposed to improve the effectiveness of classroom teaching.Researchers and educators should see classroom teaching reform as foothold.Classroom teaching reform is a call for new times,a need for teaching theoretical construction and classroom teaching paradigm.Learning community not only helps reform research paradigm and construct teaching theoretical system,but also promote classroom reform,improve the relationship between teachers and students,strengthen teaching effectiveness and guarantee students development.This research adopts literature method and puts forward four questions with the research related to community,learning community and classroom learning community: what is theoretical framework of classroom learning community? what is present situation of classroom learning community? what is good experience and existing problems?what is concrete strategies?To solve the problem,firstly,the research defines the concept of classroom learning community which is a new kind of teaching mode to construct a classroom learning style and cultural ecological environment for continued growth and development of teachers and students.Specifically,classroom learning community includes two meanings: on one hand,it is a classroom organization based on learning theory in which the overall goal and specific targets of classroom learning are determined,learning style and teaching methods are transformed,the relationship between teachers and students are changed and cooperative consciousness between students and teachers is cultivated;on the other hand,it is a cultural ecological environment based on community theory in which teachers and students have a sense of belongings and identity as well as they cooperate and interact closely for common development.In general,it is not only a combination of organization and environment,but also a unity of rules and spirit.Classroom learning community is characterized by heterogeneity,democracy,cooperation and normalization.It includes learning subject,shared vision,knowledge,resources,learning style,learning environment and learning effect in which they connect and interact with each other as a unified whole.The questionnaire is designed according to theoretical analysis framework of classroom learning community,aiming at teachers and students’ recognition to classroom learning community and present situation.The survey found teachers and students have high recognition of the idea in the classroom learning community,but there exist some problems in learning goals,curriculum resources,learning style and learning evaluation.In addition,the result is verified by Pearson correlation analysis as reliable and reasonable,which can be used as one of theoretical bases to know teaching present situation and propose construction strategies of classroom learning community.In addition,the study adapts classroom chronicles as a case study,that is,different classroom learning communities are selected as research objects,including a community of teachers and students,a community of teachers and a community of students.Their classes and teaching episode are selected as research cases to explore existing problems in the different learning communities through classroom observation,interview,deep description and explanation.The problems of teacher-student learning community are as follows:(1)It is difficult for teachers to interact with each student in a large classroom;(2)The new teaching methods can’t use flexibly;(3)Teachers’ questions and students’ answer are too casual;(4)Teachers’ assessment language is single;(5)The transformation of the teachers’ identity is in the "dilemma".The problems exist in the student-student learning community as well,for example,(1)Cooperative learning atmosphere is not enough strong to experience the joy of cooperative learning for students;(2)Learning organization is too simple;(3)Cooperative consciousness and ability are poor,lacking the guidance and help from teachers;(4)Cooperative learning is going on without norms and rules.The problems existing in the teacher-teacher learning community are as follows:(1)Teaching and research system is greatly improved but implementation does not reach the designated position;(2)Cooperation and communication between teacher-teachernot conducted around the problems existing in the students;(3)Cooperation and communication between teacher-teacher doesn’t involve the daily life;(4)There lack criticism and constructive suggestions during class discussion.To cure the above problems,this study provides workable suggestions based on the principles of respecting and tolerating differences,dialogue and consultation,responsibility and share as well as reflection and exceed.Firstly,to change the mind to make cooperative learning rules,cultivate cooperative learning awareness and skills and choose proper cooperative learning strategies;secondly,to determine learning objectives,develop curriculum resources,organize more learning activities and evaluate learning effects.What’s more,do well prepare before class,observe in class and evaluate after class for teachers.Through analyzing the theory of classroom learning community,exploring in practice and presenting workable strategies,a new teaching paradigm with the idea of teaching for learning which is quite different from traditional teaching idea of “to teach for teaching”.The new paradigm is characterized by ensuring students’ right to learn and transforming teachers’ teaching style and students’ learning methods.Community and learning organization provides an important support in theory and explanation tool for constructing a classroom learning community.The intrinsic relationship between the two theories provides necessary intellectual resources and explanatory power for internal structure of classroom learning community as well. |
