Research On Argumentation Learning In Collaborative Learning Environment

Collaborative learning is a kind of teaching mode that develops in groups.In recent years,it has been a focus of attention among researchers in the field of education.Related research surveys have found that deep interactions triggered by debates are important factors influencing learners' learning gains,and debates play an integral part in collaborative learning.On the other hand,the debate can effectively exercise the learner's ability to think independently,analyze comprehensively,and think critically,which is in line with the requirements of the new curriculum reform for students to fully develop.At the same time,the ability to debate is also one of the important qualities for new-type talents in the 21st century to adapt to society and make continuous progress.In this study,by combing the literature,the concept of collaborative learning and debate-based learning is defined.It is considered that debate-based learning is a model of collaborative learning.After understanding the research status of debate-based learning and summarizing the related deficiencies in the existing domestic and foreign related research,in order to make up for the lack of research on the concluding stage of debate-type learning and further explore the role of debate in online collaborative learning,the present study was conducted in a modern way.This study uses modern social media as a learning platform to design a comparative experiment that compares experimental groups with debate-type learning scaffolds and control groups without intervention,and discusses dialogue types that are conducive to learning gain and identity evaluation from the discussion data.A content analysis method was used to study the experimental data.Dialogue categories and frequency of learners were calculated from both macroscopic and microscopic dimensions.Through data analysis,it was found that the experimental group had more debating behaviors than the control group,and the learning gains were higher.Learners also published more debating content in collaborative learning,which shows that in collaborative learning,learners' learning gains are closely related to debate.Through the analysis of hierarchical multiple linear regression,it is found that the number of "rebuttal" of learners can better predict learner's personal learning outcomes.At the same time,this study also explores the causes of collaborative learning demonstration results from the point of view of the learners' appreciation of the other party's point of view.The statistical results show that the more highly agreed group dialogue process is more harmonious and there are more "consensus" dialogues.No connection was found between the identification results and the learning benefits.