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The transformative learning concept by the American scholar Mai Jiluo (Mezirow) for the first time, the late 1970s. Its meaning is transformed we take it for granted frame of reference, to make it more inclusive, Distinction, openness, acceptance of change in the emotional, as well as reflective, resulting in more real and legitimate beliefs and perspectives will prove to guide our actions. The Maiji Luo dedicated to the study of transformative learning, has made a lot of money in research, including the conversion of adult learning dimension \research on the theory and practice of transformative learning. On the basis of the theoretical core certainly Maiji Luo, researchers (including Mai Jiluo) get a lot of new discoveries, new view, enrich the connotation of transformative learning theory, more in-depth understanding of the nature of adult learning . , Transformative learning theory remains the Western focus of discussion and research on adult learning process, and seems to have replaced the original Adult Education to become a new educational philosophy. The theory for adult educators provide a viable teaching strategies, research and practice of adult education in China is an important reference significance in recent years has attracted the attention of some of our researchers. However, since the theory is a product of Western cultural context, it is necessary to carry out related research in China's social, political, historical, and cultural conditions, the premise of deep understanding and rational transformation, and even expand, its application to adult education practice, and promote the development of adult education in our country. This study selected a blind teacher Yang Hui (a pseudonym) as a research collaborator, narrative research methods, deep description of its transformative learning experience, try to draw conclusions transformative learning theory interpretation of localization, summarized: a meaning perspective transformation trigger specific actions conversion lasted there are differences. their own factors individual transformative learning source for individuals transformative learning may induce edge transformation 5. emotional experience transformative learning process there is a diversity of 6 social environment, social interaction and emotional intervention can not be ignored in the transformative learning factors 7. the transformed learning the results may exist to the content and structure of the positive and negative nature of this study are as follows: I. Introduction. Elaborated study the origin, purpose, significance and conceptual definition content. Second, the literature review. Mai Jiluo transformative learning theory research part of the foreign narrative subject, taking into account the different theoretical perspectives proposed by other researchers, basically showing a complete picture of transformative learning theory, for case interpretation provides theoretical support. On this basis, the domestic research brief combing. Third, the study design. Presentation of ideas, frameworks, methods, and procedures. Yang Hui growth trajectory. The main recourse for clues Yang Hui's self-upbringing, to provide a factual basis for the analysis and understanding of the conversion process and inductive premise. V. Yang Hui transformative learning. Yang Hui transformative learning process, parsed into motivation, and a brief discussion of edge effects, respectively, from the point of view of understanding the meaning of point of view, the social point of view of the meaning of language and psychological significance interpretation. Six, conclusions, recommendations, and reflection. Based on transformative learning theory, Yang Hui transformed learning process, draw the conclusions of this study, the researchers then put forward the suggestions and reflection.
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