Tensions and Path Optimization in the Practice of the Learning Community Educational Philosophy: A Case Study of S Primary School
DOI:
https://doi.org/10.61360/BoniCETR252018250506Keywords:
learning community, teaching model, Manabu SatoAbstract
Against the backdrop of global educational transformation, the phenomenon of “high scores but low competence” has emerged as a critical issue within traditional education systems. As an emerging pedagogical paradigm, the learning-community model is regarded as a promising approach to address this dilemma. This study employs a case study method to evaluate the value of the learning-community approach, examining not only its practical advantages but also the structural challenges it faces, and proposes pathways for its optimization. This study takes S Primary School as a case study, located on China’s southeastern coast. Through participatory observation, the research examines both the innovative mechanisms and the structural contradictions in the local application of the Learning Community model. Findings indicate that S Primary School has notably improved students’ higher-order thinking and collaborative skills through reforms such as flexible scheduling, a threefold transformation of teacher roles, and the liberation of student discourse. However, the model faces deep-rooted challenges, including inadequate teacher capacity, inequities in differentiated instruction, and a disconnect between the model and the broader educational ecosystem. The study recommends the establishment of a professional support network for teachers, the development of tools for differentiated instruction, and coordinated reforms in evaluation to ensure the sustainable development of the Learning Community model.
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