Research On The Process Of Knowledge Construction In Group Collaborative Learning

With the development of information technology and the coming of learning society,collaborative learning mode has a wider range of application scenarios.In group cooperative learning,learners participate in the form of a group.Through the process of information sharing,consultation and discussion,reflection and summary,they maximize the acquired results of individuals and others under the drive of consistent learning tasks or learning objectives,and finally realize the knowledge growth of individuals and collectives.Through group collaborative learning,learners’ ability of information processing,active thinking,knowledge creation and teamwork can be improved,which is in line with the training needs of research-oriented innovative talents.In the final analysis,group cooperative learning is a process of collective joint promotion of new knowledge generation.In this process,the acquisition of each learner’s knowledge is not simply the acquisition of ideas,but the construction of the subject,that is,the process of knowledge construction that promotes the generation of new knowledge through the cognitive processing and reorganization of the learning content.Therefore,the process of knowledge construction in group collaborative learning means that in the continuous collision and improvement of different collective ideas and viewpoints,learners’ cognition of the learning content is continuously refined,and finally the generation of collective knowledge and even wisdom is promoted.Therefore,the process of knowledge construction is the link that affects the generation of innovative knowledge,and further affects the depth and breadth of group collaborative learning.Therefore,the study on the process of knowledge construction in group collaborative learning can find the problems existing in group collaborative learning at a deep level,so as to provide effective suggestions for the improvement of its learning effect.In the previous researches related to group collaborative learning,researches on the theory and process of knowledge construction mainly focus on the coding analysis of discussion discourse.It is difficult to explore the nature of knowledge construction from the perspective of discourse function and negotiation steps.Therefore,it is difficult to make an in-depth analysis of the reasons for the poor effect of some group cooperative learning.The understanding of the process of knowledge construction based on the generative constructed knowledge view is that knowledge constantly changes from one state to another in the subject’s cognitive process,which mainly includes the two pairs of symbiotic conceptual relations of cognitive process and knowledge state,and knowledge is the result of cognition.Knowledge is the basis of cognition.Therefore,this paper will study the process of knowledge construction from two aspects: cognitive process and knowledge state.Cognitive process is a recessive activity that processes and sorts out knowledge within the subject.Based on the cognitive refinement theory,cognitive process can be regarded as a process in which learners process and reorganize learning content by establishing connections between old and new information.so the cognitive depth in the cognitive process can be analyzed from the discussion degree of knowledge points in the learning content.Knowledge state is a dominant state generated by knowledge under the action of cognitive process.Based on the theory of knowledge structure,the dominant knowledge state can be represented by vocabulary.Therefore,knowledge points in group discussion discourse can be represented by vocabulary,and the common word network in the discourse of each discussion stage can reflect the change of knowledge structure.Based on the above theoretical basis,this study attempts to study the cognitive process and knowledge state in the process of knowledge construction from the perspective of vocabulary based on group discussion discourse,and at the same time analyzes the influence of the two on cooperative learning and explores the functional relationship between the two.To this end,this paper conducts an empirical study on group collaborative learning.Firstly,we collect the discourse texts of each group and extract the knowledge words which can represent the learning content.Then the learners’ cognitive process is studied through the deep cognitive coding analysis of the detail and complexity of the knowledge point vocabulary discussion.Then,the change of knowledge state was reflected by the network content and characteristics of cowords in different discussion stages,and the influence of the two on the cooperative learning effect was explored by combining cognitive depth.Finally,the correlation between cognitive depth value and coword network eigenvalue is analyzed to explore the influence of cognitive process on knowledge state.The results show that,in the process of knowledge construction in group collaborative learning,the cognitive depth of learners’ overall cognitive process is at a lower level,and the cognitive depth will be deepened to a certain extent with the advance of the number of discussions.However,the change of knowledge state under the influence of cognitive process went through five stages successively,namely,topic selection,theme determination,background sorting,topic refinement and method selection.The cognitive depth of the first four stages gradually increased.However,due to the lack of research experience,the final stage of method selection would drop sharply.The higher the level of cognitive depth,the smoother the knowledge state transition,and the better the group learning effect.Finally,the higher the average cognitive depth and vocabulary cognitive depth in the cognitive process,respectively,reflects the more connections established between the knowledge points in the discussion stage,the stronger the aggregation,and the closer the connections between the knowledge points and other knowledge points.