Research On The Internal Mechanism Of The Three - Level Transformation Of Knowledge Construction

Knowledge building is a kind of idea-centered innovation education theory. It attaches great importance to build the democratic and equality communication atmosphere, encourages students to improve their ideas continually through knowledge building discourse. Finally, they will create valuable knowledge of the community. However, a large number of studies have shown that most studies of knowledge building discourse have focused on the discussion of definition characteristic, strategies, organization forms, etc. Only a few studies have focused on it’s internal mechanism. Based on the perspective of internal mechanism, this study run from two aspects:variation trend and interaction to reveal the rule of transition of three different levels of knowledge building discourse. We finally put forward several strategies to promote discourse from surface to deep.First, we used literature research method to built a content analysis system based on the results of Ganyong Cheng, Herri Pena-Shaff and others. Then, we walked into three classes of Grade four of Bai Yunyuan elementary school in Nanjing. Though observing, recording interviewing and loginning in KF (Knowledge Forum),we collected students’all notes about animal theme in KF. Finally, we used content analysis method to code these data and adopted SPSS tools to process and analyze. The result of data analysis shows that sharing discourse overall showed a downward trend,"Q&A "caused local fluctuations; there was a significantly negative correlation between sharing discourse and negotiated discourse, and " Q&A" has the biggest influence on negotiated discourse. Negotiated discourse overall showed a rising trend," conflict" caused local fluctuations; it has a significantly positive correlation with rise-above discourse,"defend" and "consensus " has greater influence on rise-above discourse, rise-above discourse overall showed a rising trend,"Comprehensive" and "reference" played a main role, the ratio of " comments"" reflection" is very low. The rise-above discourse and sharing discourse has a significantly negative correlation,"comprehensive" and "reflection" has greater influence on sharing discourse.According to these rules, we raised four strategies to help first-line teachers understand the development of knowledge building discourse clearly and guide students to participate in-depth communication.:Reduce the frequency of questions and answers which are low level; cause cognitive conflict; romote consensus on a problem; cultivate the ability of comment and reflection.