Research On The Mechanism Of Interaction Behavior On The Depth Of Idea In Knowledge Building Learning Community

Knowledge construction theory is an important theory in learning science that values the formation of a learning community and learning community from the learner’s point of view,where the ideas presented by students move to a deeper level through various interactive behaviors.Interaction is not only one of the most important factors influencing the effectiveness of teaching and learning,it is also a key aspect of the knowledge construction learning community.Effective interactions promote deeper learning.Learners in knowledge-building learning communities focus on cooperation and mutual assistance and knowledge generation,which fits the requirements for talents in the current information age.While there is a growing body of discussion and research on interactive behaviors,there are relatively few studies that explore the effects of interactive behaviors on students’ depth of perspective in knowledge-building learning communities.This study firstly compares relevant research results on interaction behavior and knowledge construction at home and abroad,defines the concepts of interaction behavior,mechanism of action and perspective depth,clarifies the five categories of interaction behavior and the evaluation elements of perspective depth,proposes a conceptual model of the mechanism of the role of interaction behavior on perspective depth in knowledge construction learning communities,and proposes the role of interaction behavior on perspective depth based on the theoretical model and relevant literature research.related hypotheses based on the theoretical model and related literature studies.Secondly,the coding system of interaction behaviors and depth of viewpoints,which consisted of 5 primary and 19 secondary indicators,and the coding system of depth of viewpoints,which consisted of 6 primary and 24 secondary indicators,were combined with the categories of interaction behaviors and depth of viewpoints and the actual observation of elementary school language knowledge construction classrooms,and the reliability of the coding system was tested respectively.Finally,the author takes a Chinese language knowledge construction community in the third grade of a primary school in S city as the research object,and through classroom observation and content analysis of students’ knowledge construction products,the coding system constructed was used to code the interaction behaviors and viewpoint depth of students in the third grade language knowledge construction community,which clarified the current situation of interaction behaviors and viewpoint depth level in the elementary school language knowledge construction community on the one hand,and on the other hand,through correlation and Regression analysis was conducted to clarify the influence of interaction behaviors on perspective depth and the mechanism of its effect.The study found that the role of interactive behaviors in knowledge construction communities on the depth of viewpoint was mainly manifested in the following aspects:(1)teachers’ verbal behaviors such as teachers’ encouragement and praise,teachers’ adoption of students’ viewpoints,and teachers’ open-ended questions significantly influenced the depth of viewpoint,and teachers’ encouragement and praise had the greatest influence on the depth of viewpoint,while teachers’ acceptance,teachers’ closed questions,teachers’ lectures,and teachers’ maintenance of authority did not significantly influence the depth of viewpoint.(2)student verbal behaviors such as student-initiated questions,peer exchange and discussion,and student presentation and debriefing can significantly and positively affect the depth of viewpoint,with studentinitiated questions having the greatest effect on the depth of viewpoint,and student passive responses and student-initiated responses not having a significant effect on the depth of viewpoint;(3)student-content interaction can significantly affect the depth of viewpoint,and teacher-content interaction has no significant effect on the depth of viewpoint.(4)teacher-operated technology and student-operated technology interaction did not have a significant effect on depth of perspective;(5)silence that contributes to teaching and learning significantly influenced depth of perspective,while chaos that does not contribute to teaching and learning did not have a significant effect on depth of perspective.