The Network Classroom Collaborative Knowledge Building Model

"Learning as knowledge building", a new idea of instruction, has come to many scholars' attentions nowadays. Social construction theory holds that the social construction of knowledge is a cyclical process, and the individual's subjective view of the world is interconnected with the community, while knowledge, in human society, is constructed through personal cognitive processes and social consultation among individuals and various groups. Collaborative Knowledge Building (CKB) is a process in which individuals of particular organizations learn together and take part in activities with certain purpose and ultimately form a certain artifact, such as ideas, methods, and other intellectual products. CKB aims at producing certain valuable public knowledge for learning group, rather than simply enhancing the contents of individual minds, and it concentrates on the construction and improvement of group knowledge. With its characteristics of sharing and collaboration, the network which is based on computer and communication technology can establish a new learning environment for collaborative knowledge building, and provide rich learning resources and various cognitive tools, weaving knowledge network and supporting construction of knowledge for students, and guide students to solve problems and get knowledge with the use of open-ended problem to construct situational awareness. Therefore, carrying out CKB in Network-based Environment in classroom teaching, which takes learning as an activity of knowledge building, will lead people to pay more attention to knowledge production and knowledge innovation, which will have an important significance on innovation of ideas and practice of school education.Model is to make perfect descriptions of phenomenon which is not easy or can not be directly observed in a simplified way, thus contributing to people's observation and understanding. Based on certain teaching theories and methods, the model of CKB in network-based classroom is a descriptive and interpretative framework of the process of CKB in network-based classroom, which is constructed by theoretical interpretation and practical experience. The model is the vehicle between theory and practice, the process to promote CKB in network-based classroom and the key to improve performance of CKB in network-based classroom.From 2007 to 2009, some parts of experimental schools in Guangzhou are selected to participate in this study which is based on classroom teaching of basic education. The study focuses on problem-solving and is conducted in such methods as Design-based research, action research, experimental research methods in instruction of the topics on Chinese and math in primary school. Further research on model of CKB in network-based classroom is carried out from the aspects of theory exploration, model establishment, and effectiveness evaluation.1. Theory exploration, based on the characteristics of network-based classroom in primary and middle school, we construct theoretical exploration and analysis of Collaborative Knowledge Building in network-based classroom from four aspects: basic process-network community-construction of activities-group dynamics, and form a theoretical framework of the CKB model establishment in network-based classroom. Based on the literature research, we establish "Share-Demonstration-Consultation-Creation-Reflection", a basic process of CKB, with the Interpretative Structural Modeling Method; put forward specific strategies of CKB community construction in network-based classroom by analyzing the community from the respective of social culture; bring forward activity-centered methods of instructional design of CKB in network-based classroom after analyzing the instructional meaning of the activities of CKB; explore the group dynamics mechanism and bring out strategy to be implemented for enhancing the dynamics. In this theoretical framework, "basic process" is the key foundation, "network community" is the condition, kinds of "construction activities" based on the network community is the method, and "group dynamics" is the powerful motive to improve CKB in network-based classroom.2. Mode construction, based on theoretical exploration, this study which focuses on Problem-Based Learning construct the primary model of CKB, develop the CKB experimental researching website and carry out three rounds of action research based on the model of problems of CKB in network-based classroom. PBL means that students solve a series of practical problems by using their knowledge and skills to construct experience. It features in centering on problem-solving and aims at improving the ability of acquiring knowledge, solving problems and autonomous collaboration during the process of problem-solving. The study focuses on the CKB construction process of conceptual, explanatory, design issues, which produces the new information and methods and develops the constructional model on these three problems through three rounds of action research. Centering on the implementation of such models, the study focuses on the key strategies relying on technology in the process of CKB in network-based classroom, including scaffolding strategy supported by Concept Map, interactive strategy supported by communicative tool and assessment strategies supported by E-Portfolio of CKB in network-based classroom.3. Effectiveness evaluation, case studies of model applications of CKB are carried out for conceptual, interpretative and design issues in network-based environment. By using pretest-posttest design with nonequivalent groups of both experiment group and control group and time-series design, we can compare differences between effects of the CKB model in network-based classroom and traditional instructional model, and analyze the specific instructional effects of the CKB model. According to the data and information deferred from three experimental researches, we can know that the application of CKB model in network -based classroom has far better advantages and these merits are demonstrated by the enhancement of the ability of cooperation, problem solving and students' scores.In short, through research of theory and practice, we form a set of theoretical framework to establish CKB model in network-based classroom by theoretical exploration and analysis from four aspects: basic process-network community-construction-group dynamics; forms CKB model in network-based classroom of the conceptual, explanatory, design issues, and centering around the implementation of the modes, put forward scaffolding strategy supported by Concept Map, interactive strategy supported by communicative tool and assessment strategies supported by E-Portfolio of CKB in network-based classroom, and verifies the effectiveness of the CKB model in network-based classroom.This study firstly proposes the issues on the application of network technology to promote students' collaborative knowledge building in the schooling teaching in China, and makes systematic research on the theory and method of CKB model in network-based classroom. Innovations in this study are reflected as followings:1. As research method, this study adopts various research methods. For example, the study uses Interpretative Structural Modeling (ISM) to establish the basic process of CKB, which is described as'Share-Demonstration-Consultation-Creation-Reflection', and makes a theoretical explanation of the process. This study applies progressive action research to establish the model of CKB in network-based classroom for three types of problems, such as conceptual, explanatory and design problem.This study changes the traditional research paradigm of abstract thinking deduction for teaching. In view of the model of CKB in network-based classroom, the study forms a rigorous chain of problem thinking from theoretical analysis to model construction, then to experimental verification. This paper focuses not only on theory exploration and model construction to reflect academic value, but also on interoperability and practicality of application process to reflect application value.2. As theoretical achievement, this study reveals the core foundation, environmental conditions, instruction strategies, and process of CKB, and forms a theoretical framework to establish the CKB model in network-based classroom.3. As practice application, this study develops an experimental research website supporting CKB in network-based classroom, which guarantees the effective application of achievement.