The Study On Collaborative Problem-solving Ability Of Sixth Grade Students

In recent years,constructivism has been playing a more and more important role in curriculum reform,science and mathematics education,teacher education,educational technology and educational research,occupying a leading position in education and psychology.With the rise of inquiry teaching,situational learning,and collaborative learning are inseparable from the knowledge view,learning view and teaching view of constructivism,which all emphasize the active construction,social interaction and situational learning.With the deepening of economic globalization and world integration,the 21 st century presents new challenges to the demand for talents.The cooperation between two or more people to solve problems has gradually become a new work paradigm.Social development and the importance of core literacy in various countries require the new generation of citizens to have certain cooperation ability.It is an inevitable requirement for teenagers to adapt to the future life and career development to have good collaborative problem-solving ability.Under the guidance of Constructivism education theory,it is of great practical and practical significance to study the influence of two different forms of teaching organization,cooperation and individual,on students’ collaborative problem-solving ability,and then to evaluate them.First of all,this research selects the draft 2015 PISA COLLABORATIVE PROBLEM-SOLVING FRAMEWOR and ATC21 S COLLABORATIVE PROBLEM-SOLVING CAPABILITY ASSESSMENT FRAMEWOR to understand the current situation and development trend of international collaborative problem-solving capability assessment through in-depth analysis of the framework structure and question structure.Then,through the mixed experimental design between and within groups,the performance of students’ collaborative problem-solving ability under different teaching organization forms is studied.Then,according to the needs of the experiment,we designed an evaluation program for the collaborative learning of the sixth-grade students in China.Starting from knowledge and ability,social behavior interaction,empathy and intimacy,we collected the non-verbal behavior indicators to cognitive indicators of the students.We measured and collected the data of 18 students in a primary school in Suzhou,and then combined the subjective and objective evaluation to verify the reliability of the research problems and evaluate the feasibility of the scheme.The results show that: collaborative learning based on constructivism theory can effectively promote the construction of students’ knowledge.Students’ collaborative problem-solving ability will affect the level of collaborative learning,as well as the degree of social interaction,empathy and peer intimacy.In terms of knowledge and ability,group performance under collaborative learning is significantly better than individual independent realization.At the same time,the level of collaborative problem-solving ability also has an impact on students’ collaborative performance in the process of problem-solving.Students’ nonverbal behavior indicators effectively reflect the impact of students’ collaborative problem-solving ability on it.Interpersonal communication and individual responsibility,equality and individual internal variability four indicators clearly show that groups with high degree of cooperation are better than groups with low degree of cooperation in terms of interaction and empathy.The analysis of EEG data effectively proves that there are differences between collaborative learning and independent learning.In this study,the design situation and test questions of the evaluation scheme are in line with the knowledge and ability level of the sixth-grade students,and the performance differences of the students in the cooperation and personal links are detected.The results of the analysis of the factors related to the students’ collaborative problem-solving ability show that the students’ empathy,intimacy with their peers and the degree of investment in the evaluation process all affect the students’ collaborative problem-solving performance,which effectively proves that collaborative learning under the construction theory can effectively improve the students’ learning and thinking level,and affect the society in the process of knowledge construction Interaction and empathy,students’ collaborative problem-solving ability can be regarded as the new goal of teaching design.