Knowledge Building Learning Can Help Students "burden"?

"Lighten the burden of students" in China is not new, however, a series of education reform has not effectively reduce the students’ burden.Knowledge Building pedagogy,which has been put into use in many countries and regions in the field of education,has made remarkable achievements;but still didn’t get substantial teaching application in China. This study applies knowledge construction theory and the concept of STS curriculum in a primary school in Nanjing, trying to lighten the burden of the students’burden. From teaching method and ideas, introducing the theory to Chinese classroom can break through the "burden" problem in the very great degree. Knowledge Building pedagogy is applied to Bai Yunyuan primary school of Nanjing in this study t, to explore whether the theory in practice and the extent to solve the problem of students "burden". Comparison with another primary school,QingYunxiang,which is in the same period, the teaching content, but traditional teaching methods,to investigate and analysis of the students’differences of body burden, the burden of intellectual aspects and the burden of non-intellectual aspects.First,through interview and investigation, this study analysis the students burdens existed in the previous class on the three levels,the main physical indicators including students’body and speech are not free, the concepts are not easy to understand and remember, students are not interested in content and learning anxiety, etc.Follow up BaiYunyuan elementary school,which uses Knowledge Building teaching mode,and QingYunxiang primary school,which uses the general teaching mode,in a semester;This research gets data from class observation and interviews, questionnaires, combined with classroom video data transcription as well as the Knowledge Forum and so on, the main indicators also include students learned, ability development, etc.Through data comparison, research results show that under the Knowledge Building teaching mode, teachers don’t have too much control to the student, thus student’s physical, speech is more freedom, the body burden is greatly reduced; students have more space to explore,their understanding of knowledge is more profound and they have more lasting memories,so their intellectual burden moderately reduce;Formative assessment makes students anxiety moderately reduce, but because part of them do not adapt to the new teaching mode,their interest has been diluted, so the burden of non-intelligence change not very ideal;Students learn enough knowledge and the ability has got better and faster development. There is no doubt that the knowledge construction of teaching is not perfect, this study also exposed some problems, such as widening students’ differences, some students diminished interest, the teacher has more burden and so on.however,in the empirical study also reveals some problems, such as widening students differences, individual students diminished interest, teachers’ burden, and so on. But, the "burden" is not overnight to solve. Overall, the research achievements of this paper is very welcome, the idea is worthy of reference.This study can provide popularize Knowledge Building in China with a certain reference value.