Development Of Innovative Ability In Students To Construct Knowledge

The development of innovation ability is the core of the whole educational reforms at present. The research attempts to develop pupils’innovation ability using the theory of knowledge building; to explore this new theory influence on students’innovative consciousness, innovative thinking, and innovative skills. The process of research is primarily to trace the students who study in class3Grade3in Baiyunyuan elementary school of learning content, activities and processes, and collect the relevant data through questionnaire investigation, literature research, and students’works analysis, participatory classroom observation, the data transcription of classroom video and Knowledge Forum(referred to as "KF"), such as a variety of ways.Findings of research is:l.The level of students’innovative consciousness is higher, but after learning of knowledge building one semester, its development change is not significant, which mainly reflects in:(1) Curiosity is strong, students accept the new teaching method called knowledge building quickly, like to use BBS tool, show a keen interest in the change of, seeds when studing the germination of seeds, but at the end of the semester, the degree of curiosity relatively reduced; Also found that there are certain differences between the curious points of different individuals, namely the individual curious different objects and different performance.(2) Overall, the desire of seeking knowledge is strong, they like to grope for the unknown knowledge, and to put it into practice, such as take the initiative to look up some related books, consult the teacher or other students. But compare to the beginning of semester, the degree of thirsting for knowledge is lower, this may be related to teachers’ teaching decision-making and students’selves knowledge reserves.Through observation, also find that most of children’s degree of thirsting for knowledge is higher.(3) Children have strong question consciousness, they raise their hands in class frequently, often generate many new problems for the new content, and in the whole semester the problem consciousness shows regular fluctuations.At the same time, during different periods,different students have different development changes.2.Students own good innovative thinking. From the research, we find that students through the knowledge construction, have created many unique and new knowledge, compared with other peers, they all show a very strong originality of thinking; They are able to create many rich essay in a relatively short period of time. As a whole, their thinking fluency is better and advance as time goes on; Their thinking flexibility is also good, they express their opinions in class or KF, have formed different types of views, but with the further discussion and research, students’views gradually converge, become the theoretical knowledge eventually, so the flexibility of thinking is decreased. However, the profundity of thinking is enhanced constantly with the sustained and in-depth of research, the essay that student write is relatively complete, they have had more profund views on some problems they have been studying.3.After knowledge building study, children’s innovation ability has a very good development. The study concluded that in this semester students have mastered the most basical and central skills, namely how to research scientifically. It reflects on:when children are choosing research methods,it shows the characteristics of diversity and flexibility; When making plans,they have considered the feature of scientificity and rigor; When implementing study plan, they can record the observation details, get the correct information they need, visualizetheir real ideas completely, etc. It seems that these students have mastered some of ways or skills that students of the same age or grade are not involved, such as the contrast experiment, information collection and analysis, field survey, interview and so on, these constitute the sufficient conditions of the student to carry on the innovation study.By the result above, the theory of knowledge building is helpful for the development of students’ innovative ability. But the study also has deficiencies, for example, because of the teachers’ understanding of the theoretical problems, using knowledge building is not in place; Another, the new theory is still at the exploratory stage, BBS tools often have problems, and affect the implementation of the teaching schedule; And questionnaire tools the author choose may not match, and measured results may not reflect the actual situation and so on.