Research On The Impact Of Learning Interaction Behavior On Knowledge Creation Ability In Knowledge Forum

As the concept of innovative collaborative learning,the teaching principle of knowledge construction takes the cultivation of students'knowledge innovation as the core,and promotes the creation and development of learning community knowledge through continuous discussion.Interactive learning behavior is a key factor affecting the quality of collaborative learning,a basic unit for understanding the nature of collaborative learning,or an activity factor for students to participate in collaborative learning.Therefore,in the field of knowledge construction,it is of great practical significance to explore the relationship between interactive behavior and knowledge creation ability in order to improve the practical teaching effect of knowledge construction.Based on this,this study selected 28 undergraduates of a general education course in H University as the research object,combined with the characteristics of the classical teaching process model of knowledge construction and the actual course content,constructed a cooperative knowledge construction teaching practice activity based on knowledge forum,and used the software Analytic Toolkit(ATK)to record the students'learning interaction behavior in real time.Qualitative and quantitative methods were used to analyze and process the collected experimental data.The results show that:(1)In terms of learning interaction behavior,this study observes and explores the operation of students'interaction behavior in knowledge forums from the perspectives of classes,individuals and groups.It finds that:?The frequency of learning interaction behavior presents an inverted "U"pattern in the three discussion stages,rising first and then falling;and the second discussion stage is the period in which students' interaction behavior occurs most frequently.The frequency of each index is the maximum of the three stages,and the frequency of each index in the discussion stage is the minimum of the three stages.However,from the percentages of the frequency of learning interaction behavior indicators in each stage,the proportion of "the number of notes answered by others"is the largest in the discussion stage three,and the proportion of "the number of notes answered by others"is much higher than that in stage one and slightly lower than that in stage two.This shows that students' sense of social cognitive responsibility is gradually enhanced,and their interaction is gradually close,so as to form a joint force to promote the development of knowledge,but in the final stage of discussion,students'contribution to knowledge has declined.(9)In the process of knowledge construction,the number of notes read by all students is higher than that created by notes,and in the final discussion stage,some students only read other students'notes but did not create notes.This shows that the implicit behavior of students participating in interaction is much higher than the explicit expression.(2)In terms of knowledge creation,this study uses the method of coding analysis to analyze and quantify the content of students' notes on knowledge forums,and finds that:?In terms of the type of posting,the number of students'notes with"viewpoint expression" is the largest,while the number of notes with"comprehensive induction"is the lowest,which indicates that students are more focused on the subject in the process of knowledge construction.The ability to interpret and express views has achieved the effect of analyzing and understanding topics from multiple angles,but there is no comprehensive and inductive view.Although the proportion of"comprehensive induction"notes has improved in the discussion stage,the essence view is less,and the content integration and generalization need to be strengthened in three.?In terms of"knowledge type",declarative knowledge is the main knowledge,while schematic knowledge and strategic knowledge account for a relatively low proportion,but they have increased,which indicates that students'knowledge acquisition has gradually shifted to high-level cognitive activities,and their ability to apply knowledge has been improved.?Through the analysis of the"cognitive complexity"and"correctness of viewpoints"of the notes,it is more clearly found that in the process of knowledge construction,the students'understanding of the problems is deepened gradually,and the correctness of the contents is improved gradually.(3)When investigating the learning interaction behavior and knowledge creation ability,it is found that:?the two indicators of"the number of notes created"and"the number of notes returned to others"directly affect the score of knowledge creation ability,indicating that the creation and response of viewpoints are conducive to giving full play to students'high-level cognitive activities and cultivating students'strong sense of social cognitive responsibility,but unexpectedly.It was found that there was no significant correlation between "the number of notes read"and"the number of notes answered by others"on knowledge creation.?The number of notes answered by others and the number of notes answered by others contribute to the development of students'cognitive complexity,which not only confirms the effectiveness of the two-way interaction between students in this teaching practice,but also shows that the exchange of ideas and consultation are the driving forces for the further development of knowledge.?Students'reading of other's notes directly affects the accuracy of their views.The larger the students'reading,the higher the correctness of the notes they publish.?There is an obvious linear relationship between"knowledge type"and"the number of notes answered by others".The number of notes answered by others can predict students'mastery of scientific knowledge,indicating that the more lasting discussions among students,the more in-depth development of knowledge can be promoted.This study explores the relationship between the development of learning interaction behavior and knowledge creation ability from multiple perspectives and layers.The results show that not all types of learning interaction behavior can promote the improvement of knowledge creation ability in the process of knowledge construction.Different indicators have different effects on the development of students'knowledge creation ability.