A STUDY ON CLASS SELF-DISCIPLINE MECHANISM UNDER BLENDED ENGLISH TEACHING MODE - A CASE STUDY OF PANZHIHUA UNIVERSITY

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.