Research On The Online Knowledge Construction Level Of College Students Based On The Problem Bracket

Under the influence of constructivist view of knowledge,our country carries out the new curriculum reform,advocates the active creativity of knowledge,requires to insist on the teacher leading in the contemporary classroom teaching process at the same time,emphasizes to give full play to the student's subjective initiative,therefore,the education researcher tries to carry out the knowledge construction teaching activity which takes the student as the main body position.At present,the practice of knowledge construction teaching in the process of actual teaching is still in the experimental stage,and the effect of students' knowledge construction is not satisfactory,so how to improve the effect of students' knowledge construction has become the focus of academic research.The main research contents of this study are mainly divided into two aspects: first,to construct the problem scaffold,and to verify the effectiveness of the problem scaffold to improve the students' knowledge construction level;second,to explore the characteristics of students' discourse in the process of high-quality knowledge construction,and to lay the foundation for carrying out high-quality knowledge construction teaching activities in the future.The research is divided into four stages: the first stage is the basis of the research,through reading the relevant literature,find the current research focus and research status of knowledge construction,find out the weak points in the process of knowledge construction practice,and determine the research content of this paper.The second stage focuses on the construction of online knowledge building based on problem scaffold construction model,based on this model to guide teaching practice.The third stage is the core of the research,which is an empirical study on the course of "Learning Science and Technology" for college students' online learning,carries out knowledge construction activities in practical teaching,compares the differences of students' knowledge construction level when using problem scaffold and unused problem scaffold,and analyzes the basic attributes of students' interaction network by social network analysis.By using Gunawardana's knowledge construction stage model,the content of students' knowledge construction is coded,and the overall level of students' knowledge construction is analyzed by content analysis method.Study group students as knowledge building Construct typical cases,based on the interactive text structure of Penashav and Craig Nichols,and analyze the characteristics of text interactive speech structure in the process of students' knowledge construction.Finally,from the point of view of problem scaffold,this paper puts forward strategies for the optimization and improvement of knowledge construction classroom.The fourth stage is the summary of the research,summarizes the problems in the research,finds out the shortcomings of the research,and prepares for the follow-up study.The results show that(1)In the aspect of interactive network,students interact closely in the network structure of knowledge construction,and the problem scaffold has an effect on the degree of closeness of students' interaction,but it has no significant effect.(2)In terms of the quality of knowledge construction,the problem bracket can improve the students' online knowledge construction level.Students' knowledge construction level is not high before using the problem scaffold,mainly focusing on the first level.After using the problem scaffold,the level of knowledge construction has been significantly improved,and the number of posts in the third and fourth levels has increased significantly,and can reach the highest level enhance the effect,the promotion effect is mainly manifested in the third quarter level.(3)In terms of the discourse characteristics of knowledge construction,the low level of knowledge construction discourse is dominated by clarification,explanation and propositional discourse.With the continuous improvement of knowledge construction level,a large number of judgment,conflict and reflective discourse appear.