Research On Constructing Of Classroom Learning Community

As a new-style learning environment,"Learning Community" aims at correcting those one-sided practices in traditional classrooms which are teachers’ authority and management and children’s domination. All members in Learning Community should help and encourage each other in the process of accomplishing learning tasks with assistance of learning tools and materials, and then make their own intellectuality and subjectivity completely develop.The related concepts and theories of Learning Community are the foundation of this research, including connotation of Learning Community, reconstruction of Community’s content, the reason why learning is put into Community and the difference between Learning Community and cooperative learning. Community of Practice is an archetype of Learning Community. In sociocultural angle, learning is the process of negotiation of meaning in social practice, and negotiation of meaning contains participation and materialization; in Community of Practice, learning target is longer cognitive development but constructing of Identity."Identity" is an important sociological concept in present days, and Identity indicates individual roles, positions, responsibilities and so on in Community of Practice; Identity’s production must be accomplished through practicing in Community of Practice.Afterwards, Classroom Learning Community is defined as a limited Learning Community, and as a matter of fact, it is also the Community of Practice in which teachers and students carry on social constructing of knowledge, moreover, teacher-student interaction is an effective way for teachers and students to step into the community because teacher-student interaction runs through all classroom hours.In view of the cognition and analysis above, constructing of Classroom Learning Community is regarded as a dynamic developing process, and teacher-student interaction is the dominant approach to push forward this process. Classroom Learning Community is a selfgengerating process, and its foundation is dialogue and consultation, and the main factor of its developing and extending is equal and open negotiations between members; design of Classroom Learning Community ought to be the design for learning and for a learning space filled with tension; at the same time, effects of those participant, abiogenetic, negotiatory and holistic factors in learning, what have been ignored since the past, should be paid close attention to.