From Knowledge Reception To Meaning Construction:A Deepening Study Of Students' Classroom Participation

Based on the perspective of Knowledge View,this study attempts to study the meaning construction of students' classroom participation.The proposition of this topic stems from the examination of the gap between the promotion of the current knowledge view theory and the learning practice.Although the current theory of knowledge view has begun to emphasize the change from the objectivity of knowledge to the meaning of knowledge,it still emphasizes knowledge acceptance but pays less attention to students' meaning construction in the practice of students' classroom participation.Specifically,this paper discusses from four dimensions:historical review,realistic examination,theoretical exploration and path reconstruction.First of all,this chapter takes the research evolution of students' classroom participation as an incision to make a historical study of the research value orientation of students' classroom participation.It forms a clue from science education to cultural pedagogy to philosophical hermeneutics,which emphasizes individuals' cognition,culture,meaning and other content features.At the same time,explaining the different understanding of the forms of classroom participation and its impact on students' development.All in all,it shows that meaning construction is an important value orientation of students' classroom participation.Secondly,this chapter examines the current situation of excessive emphasis on knowledge acceptance and lack of meaning construction in the practice of students' classroom participation,and tries to explore the value role of knowledge as an important carrier of students' classroom participation and individual development through the analysis of the current situation.On the basis of classroom observation and interview research methods,this paper deeply describes the representation,reasons,value and harm of students' knowledge acceptance in participation.Thirdly,this chapter constructs the internal structure of students' classroom participation in meaning construction.On the basis of referring to the theoretical resources such as philosophical hermeneutics,cultural pedagogy and critical pedagogy,at the same time,refer to the three-dimensional analytical framework(Factual world,Value world,Practical world)from Professor Yang Guorong's to explain the internal structure of students' classroom participation in meaning construction.The study shows that students' classroom participation in meaning construction is of great value to teachers' teaching activities,students' learning activities and classroom participation activities themselves.The last chapter thinks about the possible path of students' classroom participation to meaning construction.The first path is to reconstruct the epistemological basis of classroom participation and realize the transformation from scientific epistemology to life epistemology.The second path is to reshape the role cognition of classroom participation,and recognize the identity of meaning constructors of teachers and students in classroom participation.Last but not least,reaffirm the practical approach to dialogue.Explaining the methodological basis of deepening students' classroom participation from people to people,people to text and people to self-reflection,so as to achieve the purpose of taking care of learners' meaning construction and generation.