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Title: A STUDY ON CLASS SELF-DISCIPLINE MECHANISM UNDER BLENDED ENGLISH
TEACHING MODE - A CASE STUDY OF PANZHIHUA UNIVERSITY |
Authors: He Mengyan and Wang Haitao, China |
Abstract: Since the 1990s, education has undergone a significant transformation with the emergence of
information technology. This has led to the development of online learning formats such as MOOC
and flipped classrooms. Blended teaching is a novel teaching approach that integrates online
teaching with traditional classroom settings. The College English Course at Panzhihua university
has been fully implementing the blended teaching mode for several years. However, with the wide
implementation of blended teaching mode, some problems have gradually appeared. Such as the
lack of teacher-student interaction, imperfect online teaching facilities, and insufficient selfdiscipline of students. In implementing blended teaching at our university, several challenges have
arisen, with the foremost being the inadequate self-discipline among students and their low
motivation for autonomous learning. Self-discipline is crucial in the context of blended learning,
as it directly impacts students’ ability to learn independently. Improving self-discipline can
significantly enhance students’ autonomous learning capabilities. Therefore, establishing an
effective self-discipline mechanism is a vital and impactful measure to bolster students’ selfdiscipline. This study investigates and analyzes the current situation of students’ English learning
in Panzhihua University under the blended teaching mode by studying students’ autonomous
learning ability in the blended teaching mode, and identifies the self-discipline problems of our
students in English autonomous learning, so as to formulate a targeted class self-discipline
mechanism to enhance students’ self-discipline awareness, and ultimately to achieve the effect of
improving the autonomous learning of English. |
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