A Study Of Learning Community Based On Junior High School English Language Underachievers

The problem of transforming underachievers has always been a research hotspot in the teaching work of school education.The teaching concept that achievement is the first in Chinese education indirectly causes underachievers to gradually become "marginal people" in the classroom and to lose motivation and confidence in learning,which seriously hinders the development of students.Since the 1960 s,scholars abroad and at home have been committed to the study of underachievement,and have a certain understanding of the definition,causes,and transformation of underachievers.Based on the above research results,some scholars have put forward the idea of applying the learning community that gathers students,schools,and society educational forces to education and teaching work.In recent years,some domestic and foreign researchers are actively promoting practical research on the combination of learning community and classroom teaching,hoping to build an efficient teaching environment with the help of the three educational forces of students,teachers,and families.Under the guidance of previous research results,the learning community theory provides a new solution to the problem of underachievement.Based on the research of learning community and combined with the teaching practice,according to the causes of underachievement and the learning situation of underachievers,this study puts forward the idea of building a learning community with three dimensions of the student-student learning community,the teacher-student learning community,and the home-school learning community,and applies it to the teaching practice to test its effectiveness.This study aims to explore whether the learning community can improve the English academic self-efficacy and English language achievement of junior high school English language underachievers.The questions of the study are studied and analyzed qualitatively and quantitatively based on the past research of learning community and underachievers,and the data collected from the questionnaires and the English proficiency tests.The English language underachievers,whose English language achievements in the final exam of the second semester in the first year of junior high school are lower than 72 points in Class One and Class Two of Grade Two of a public junior high school in T city,are selected as the participants.Before the experiment,the author first compared and analyzed the participants’ English academic self-efficacy and English language achievements to ensure the feasibility of the experiment,and designed the experiment plan according to the results.Then,an 18-week experiment,in which the learning community teaching mode was applied to Class One and the traditional teaching mode was applied to Class Two,was carried out after confirming that there were no significant differences between the two classes on English academic self-efficacy and English language achievements.After that,the participants’ English academic self-efficacy and English language achievements were compared and analyzed again after an 18-week teaching experiment.Later,the influence of the learning community on English academic self-efficacy and English language achievements of the English language underachievers was revealed.The research results show that the learning community teaching model can improve the self-efficacy of English language underachievers in junior high school effectively by adopting correct evaluation methods,providing opportunities for successful experiences,providing correct templates,and adjusting emotional attitudes.At the same time,this teaching model can improve their English language achievements effectively by encouraging them to participate in the classroom,setting appropriate teaching strategies,and improving their learning attitude.Based on the research process and the results of this study,the construction strategies of the learning community based on the transformation of the English language underachievers were proposed: dividing groups according to the direction of inter group homogeneity and intra group heterogeneity,setting up multiple evaluation systems,teaching students with appropriate teaching strategies following their aptitude,arousing their emotion and striving for family support.