The Study Of The Influence Of The Use Of Authoritative Data On The "point Of View Improvement" In The Process Of Knowledge Construction

In the learning process of Knowledge Building, the use of authoritative sources to Idea-improving play a positive role in pushing forward:on the one hand, it can help learners to understand the relevant information in the field of research and promote the formation of their views; on the other hand, authoritative sources provide possibility to learners to explore deeply, demonstrate constantly and construct theories. However, the problem needs further study in teaching practice:how to use authoritative sources in order to effectively facilitate the generation of new ideas? What impact on idea-improving about different ways to use authoritative sources? Through empirical research to clarify these issues will help to further deepen Knowledge Building, and also provide basic strategies for Knowledge Building practice.This study is conducted in Nanjing Baiyunyuan elementary school,the students are grade six class two, the subjects is science, the program carried out in four phases: 1) create problem situations and provide knowledge base; 2) lead to ask questions and explore "the Earth"; 3) deep the research questions and improve views continuously; 4) reflection,summary, and form knowledge system. The author followed and surveyed every stage, and gathered the students' records, finished work and so on. About the design and implementation of research, the author sorted out the existing related Literature, related with teaching practice, and then proposed the use hierarchical of authoritative sources:sub-assimilation, direct assimilation, surface-constructive, implicit knowledge building and explicit knowledge building. Secondly, encoded students' notes with content analysis. Then, selected the analytical dimensions about idea-improving:questions, update views, rise-above and integration. Finally, identified the relation between authoritative sources and idea-improving through using SPSS for quantitative analysis.The results show that:1) at the beginning of knowledge building, sub-assimilation made more contribution to diversity and large problems, the reason is that the more attention to the relevant information between authoritative sources and existed knowledge structures, the more opportunities generate cognitive conflict, and thus the greater possibility to ask questions; 2) with further research, higher levels of using authoritative sources can promote students to update views, rise-above and integration, the reason is that knowledge building is an argument- overthrow-argument process, only by questioning authority, certifying authority, can the learners better understand the knowledge and establish a complete cognitive system. Finally, based on the results, author made several suggestions about using of authoritative sources:1) grasp the opportunity about reference authoritative sources,and break the bottleneck of study. To grasp two crucial period, problems and the'burnout'; 2) organization dialogue activities to promote the construction of understanding. Because dialogue is the power to deep understand authoritative sources,develop and deepen the construction activities; 3) encourage skepticism, and create generative knowledge. The authoritative sources in Knowledge Building does not have the 'authority', but rather a explain about the phenomenon, so every student should have their own opinions.