Research On Knowledge Representation Strategies In Knowledge Construction Teaching In Conventional Classroom

Core literacy is the focus of current basic education,and thinking ability is an important embodiment of core literacy.Knowledge construction teaching mode is one of the important ways to cultivate thinking ability.Based on the theoretical premise of "internal unity of knowledge and thinking",knowledge construction teaching can be applied to conventional classroom in China.Knowledge representation（knowledge externalization）is an important link in the teaching process of knowledge construction,and visualization is a highly recommended way of knowledge representation at present.However,ambiguity of graphic semantics exists in the existing visualization practice,which affects the promotion of visual knowledge representation to the development of thinking to a large extent.Based on the conventional classroom space and time,this study focuses on the knowledge representation in knowledge construction teaching and relies on the information technology discipline of primary school.First,the graphic semantic system that can support the representation of clear graphic semantic knowledge is designed.Then,through systematically designed teaching experiments,the influence mechanism of clear graphic semantic knowledge representation and fuzzy graphic semantic knowledge representation on teaching effect is explored.Based on this,the knowledge representation strategy of knowledge construction teaching in conventional classroom space and time is given.Aiming at the problem of graphic semantic system design,this study firstly systematically analyzes the primary school information technology textbooks and sorts out the main relations contained in them.Then,combining the existing semantic of graphics,it designs corresponding graphic symbols for each relationship,and finally forms a set of "clear" graphic semantic system.According to different knowledge representation for timing,this study focuses on "independent（individual knowledge construction stage）-coordinated collaborative knowledge construction phase（group）" and "process（knowledge construction process stage）-the results（knowledge construction phase results）" two time dimension,and the combination of two kinds of knowledge representation,at the "independent-synergy" time dimension,Four knowledge representation strategies are formed: "clear independence-clear synergy","clear independence-fuzzy synergy","fuzzy independence-clear synergy" and "fuzzy independence-fuzzy synergy".In the "process-result" opportunity dimension,the obviously unreasonable "clear process-fuzzy result" knowledge representation strategy was removed,and three knowledge representation strategies were formed: "clear process-clear result","fuzzy process-clear result" and "fuzzy process-fuzzy result".In this study,two groups of experiments were designed according to the two timing dimensions,and 2*2 multi-factor experiment design was used in both groups.The teaching experiment was carried out by the researcher himself in a primary school in Tianjin,relying on the subject of information technology,and the research object was five classes of students in grade six.Covariance analysis was used to eliminate the influence of students’ initial computational thinking level on the experimental results.After the 12-week teaching experiment,the computational thinking level,learning attitude,learning immersion,tacit cooperation and cognitive load of the subjects were evaluated and analyzed.Experimental results show that the "independent-synergy" time dimension,the students of different knowledge representation strategy in computational thinking level,learning attitude,cooperation tacit understanding degree,no significant differences on cognitive load,but when two different kinds of knowledge representation in "independence" and "synergy" stage interchangeably,students learn more.In the "process-outcome" timing dimension,there was no significant difference in the level of computational thinking among students who adopted different knowledge representation strategies.In the process and the result stages,students’ learning immersion was higher.The students who used the same way of knowledge representation had a better learning attitude.The students who used clear graphic semantic knowledge representation throughout the whole process scored higher in terms of tacit cooperation and cognitive load.Based on the experimental results and the analysis and discussion of the experimental results,this study proposes the following knowledge representation strategies: when students are in the initial stage of exposure to clear graphic semantic knowledge representation,teachers are suggested to use two different knowledge representation methods in different knowledge construction stages（including two timing dimensions）alternately;When students can skillfully use the knowledge representation mode of clear graphic semantics,it is suggested that teachers should adopt the knowledge representation mode of clear graphic semantics in each stage of knowledge construction.