Research On Interactive Behavior Characteristics That Facilitate In-depth Discussion In Cooperative Problem Solving

The Outline of the National Medium-and-Long-Term Program for Education Reform and Development(2010-2020)has made provisions on the reform of the education system,proposing to advocate heuristic,exploratory,discussing and participatory teaching,in order to help students to improve their learning abilities.Conducting discussing learning activities in class is an important method to help students to improve their learning abilities.Collaborative Problem Solving(CPS)is a form of discussion-based learning activities that promotes interaction through student cooperation and deepens students' understanding of teaching content.The author's team,in the undergraduate course Algorithm and Data Structure,uses the teaching mode of "flipped classroom",so that students can carry out independent learning before class and participate in the discussion activities of CPS in class.This can not only improve students' independent learning ability,but also enhance their learning interest through cooperative interactions among learners.Higher academic achievements of students and better teaching effects of students are gained in the end.In this study,undergraduate students of educational technology class 2017 of a university in Nanjing are taken as the research object,and the interaction process of CPS is analyzed at microscopic level.Firstly,based on the theory of problem-solving,dialogue learning,and behavioral science,the evaluation framework of group discussion depth,and the analytical framework of key speech events and problemsolving behaviors among the interaction process analysis are proposed.Secondly,based on the behavior analysis framework,the interaction characteristics and behaviors of all groups are analyzed,and the group discussion process is evaluated by using the group discussion depth framework.Finally,the interaction differences of groups with different discussion depth are compared,and suggestions to improve the group discussion depth are put forward.The study above indicates:1.From the standpoint of common features of the CPS process in group cooperation: Problems in group discussion are generally solved with the pattern of problem-solving,but the discussion frequency of low-level problem-solving stage is higher than others.Group discussions are mostly conducted using interrogative,explanatory,and approving words with question?explanation behavioral sequence.2.From the aspect of common features of the interactions in deep discussion groups: problem-solving behaviors are mostly happened in the problem representation stage and problem exploration stage,the interaction in solution analysis and solution generation stage occurs more frequently than that in shallow discussion groups;in addition to maintaining the basic activity of problem-solving,problem-solving behavior can also be used to solve the stagnant problems in discussion and promote the efficiency of group discussion;group members give timely feedback to others questions by giving reasonable explanations or approving words.Based on the discussion of research conclusions above,in order to improve the depth of group discussion,three suggestions are put forward from the aspect of external intervention and internal interactions: teachers should pay attention to form a continuum between pre-class and in-class learning in the instructional design;teachers should follow the progress of problem solving and provide appropriate technical intervention and guidance;teachers should encourage students to use the discourse rules of deep cooperation in support groups skillfully.