Design Of Collaborative Knowledge Construction Activities Driven By Emotional Co-regulation

Collaborative knowledge construction meets the needs of higher education to cultivate learners’ basic skills and professional skills.It can not only promote the improvement of learners’ knowledge construction ability,but also promote the development of learners’ collaborative skills.It has an important value for the cultivation of individual and collective wisdom.Especially in the context of the epidemic in recent years,collaborative learning based on hybrid environment has become one of the mainstream learning methods for college learners.At each stage of the knowledge construction process,learners will generate different emotions,which have different impacts on the effectiveness of knowledge construction in different environments and stages.Effective social and emotional regulation abilities are considered part of the cultivation of basic and professional skills for university learners,which can prepare them for the next stage of learning and life.This study focuses on the design and implementation of learning activities,focusing on the core issue of how to design a collaborative knowledge construction activity framework driven by emotional regulation.It analyzes the impact of emotional co regulation among collaborative members in the knowledge construction process on the effectiveness of knowledge construction.The paper is divided into four parts.Firstly,it is the research foundation section.Through reading and analyzing relevant literature,it summarizes the definition and development process of collaborative knowledge construction,the principles of collaborative knowledge construction,the general process of collaborative knowledge construction,and the applicable scenarios of collaborative knowledge construction;The concept of emotional interaction and emotional regulation,the connotation of emotional co regulation,the ability and measurement of emotional co regulation,and the classification of emotional co regulation.Analyzed the emotional regulation mechanisms in collaborative knowledge construction,including learners’ individual regulation and co regulation.It is found that learners need to regulate their emotions through interaction with peers,promote the development of positive emotions,and promote the sharing and negotiation of viewpoints,thereby promoting the improvement of knowledge construction level.Secondly,a collaborative knowledge construction framework driven by emotional co regulation was designed.According to the typical three cycle model of knowledge construction,the designed learning activity framework includes four modules:establishing emotionally interdependent learning groups,constructing intra group collaborative knowledge under emotional interaction,constructing inter group collaborative knowledge under emotional interaction and regulation,and integrating knowledge products to form collaborative knowledge construction.The establishment of emotional interdependence learning groups is to better create a collaborative atmosphere,enabling learners to fully express their emotions,and allowing teachers and peers to timely perceive the occurrence of emotions,thereby promoting viewpoint interaction and emotional regulation.In the collaborative construction stage,including intra group construction and inter group construction,learners form group works through viewpoint sharing,negotiation,argumentation,and integration.They then display,debate between groups,reflect,and improve knowledge products,ultimately forming collective knowledge products through integration and refinement.Next,there is the framework practice section,which is based on the "Multimedia Technology" course of the university where the framework is applied.A design based research approach is adopted,combined with the course syllabus,to design the process of teaching and experimentation,and the practical application of the activity framework is carried out in the course teaching.After three rounds of iterative collaborative knowledge construction classroom activities,improvements,updates,and improvements have formed a collaborative knowledge construction learning activity framework driven by emotional co regulation,and provided some practical teaching strategies.The research conclusion of the paper is divided into three aspects: the designed collaborative knowledge construction activity framework driven by emotional co regulation can effectively promote the learning effectiveness of learners in practical courses,and promote the improvement of learners’ knowledge construction ability and team collaboration ability.Providing emotional regulation scaffolds for learners and analyzing the interaction content between learners can enhance their learning enthusiasm,adjust their negative emotions,and promote the interaction and regulation of learners’ emotions through interaction,promoting debate,negotiation,and argumentation of viewpoints.In collaborative knowledge construction,both peers and teachers have a moderating effect on emotions,which can guide and increase learners’ cognitive reappraisal or expression inhibition strategies when facing negative emotions,and continuously reflect and improve during the collaborative construction process.Emotional regulation strategies can enhance the effectiveness of learners’ collaborative construction in collaborative environments.Emotional interaction and regulation can increase positive emotions,reduce negative emotions,and promote the quality of learners’ viewpoint interaction.Overall,collaborative knowledge construction activities driven by emotional co regulation are designed to improve the poor quality of collaboration due to insufficient emotional interaction and varying degrees of interaction.This is a feasible approach to improve learners’ level of collaborative knowledge construction,thus enriching the theoretical and practical strategies related to collaborative knowledge construction.