Author(s)

Yong Xiang ¹, Haie Huo ¹, Liyu Lu ¹

Affiliation(s)

¹ School of Civil Engineering, Architecture and Environment, Xihua University, Chengdu, Sichuan, China

Corresponding Author

Yong Xiang

ABSTRACT

With the development of social economy, people's demand for education is increasing day by day, and colleges and universities are an important place for cultivating talents and transmitting knowledge and skills. Under this situation, the "university + community" model emerged as the times require. This model emphasizes people-oriented, active participation in the learning process and methods and other concepts to change the traditional passive acceptance teaching method, which has a serious impact on students and triggers new contradictions and conflicts. This model also focuses on giving full play to the main role of learners, promoting the professional development of teachers, improving the quality of education, achieving the goal of building a lifelong education system, etc., and has become an effective way and form for continuing talent cultivation in colleges and universities. This article relies on the "university + community" model to study the lifelong learning education system, and uses a questionnaire survey to discuss this model. The survey results showed that participants' ability to actively acquire new information resources was 0.76, while that of non-participants was 0.53; 78% of participants were satisfied with the model, and 12% felt that the model was only averagely effective, 10% of participants were dissatisfied with the model. This shows that the wisdom of lifelong education has been approved by most people, but during the subsequent improvement period, it is necessary to focus on understanding the shortcomings of this model.

KEYWORDS

Lifelong Learning, Education System, Value Research, New Era Path

CITE THIS PAPER

Yong Xiang, Haie Huo, Liyu Lu, The Value and Path of Realizing Lifelong Learning Education System under the "University + Community" Model in the New Era. Transactions on Comparative Education (2024) Vol. 6: 7-15. DOI: http://dx.doi.org/10.23977/trance.2024.060102.

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