Author(s)

Yongchun Fu, and Junwei Wang

Corresponding Author

Junwei Wang

Abstract

This article addresses how we employ the learner autonomy pedagogy to cultivate critical thinking into one of our courses, titled Chinese Film History. Our institution is a mid-size university (used to be an independent college) in a coast city in South-east China. The aim of teaching reform is to enhance the talent education quality and the independence is one key characteristic of such reform. This article examines how the learner autonomy pedagogy enhance such independence in our teaching practices.

Keywords

Learner autonomy, Critical thinking, Chinese film history