An Empirical Study Of Using Knowledge-based Teaching To Improve The Demonstration Ability Of Secondary Vocational Students

Argumentation ability is an important part of advanced thinking ability.Argumentation ability not only shows its importance in academic activities,but also is an indispensable basic ability in daily life and workplace.However,the researchers found that there are many problems in the secondary vocational classes,such as students' unwillingness to argument,shallow interaction and low level of argumentation.In recent years,the booming Knowledge Building theory emphasizes starting from real problem situations,encouraging students to carry out detailed argumentation on the basis of putting forward real problems and viewpoints,and constantly improving existing viewpoints through discourses such as clarification,support and refutation,which coincides with many characteristics of argumentation.Therefore,this study plans to use the knowledge building theory to reshape the secondary vocational classroom and design the corresponding knowledge building teaching strategies to promote the development of students' argumentation ability.This study was conducted in collaboration with a teacher with knowledge building experience.The researcher entered the class as a teaching assistant.In view of their lack of argumentation ability in the comprehensive practical training course of "film and television production",this study adopted the design-based research method to carry out three rounds of iterative teaching design(10 weeks,80 periods).The first stage is "appreciation and selection of film and television themes",By creating a real situation,students put forward questions they are interested in and argued them,thus stimulating students' interest in argumentation.The second stage is "the writing of scripts ",which promotes the interactive argumentation among students by means of knowledge building walls and other interactive means,and introduces argumentation strategies to train students' argumentation thinking ability.The third stage is "shooting and editing",which improves the efficiency of argumentation interaction among students by constructively using authoritative materials and carrying out argumentation,reflection and summary activities,so as to form the argumentation culture of the class.Researchers kept track of each stage,collecting data such as argument-writing texts submitted by students,viewpoints on the course platform,and video and audio.This study mainly analyzes the data from the perspectives of students' writtenargumentation level and interactive argumentation performance.From the perspective of written argumentation level: score the writing texts submitted by students according to the argumentation writing standards of students,and conduct descriptive statistical analysis of the scores;From the perspective of expression of interactive argumentation: the content analysis method was used to encode the dialogue content between students' class and platform,and then SPSS was used to conduct quantitative analysis on the encoded data.At the same time,the changes in the number of students participating in argumentation interaction at different stages were statistically analyzed.Finally,the development status of students' argumentation ability at each stage and the difference of argumentation ability development between each stage are obtained.The results show that:(1)knowledge building teaching can improve students' argumentation ability,as shown in the following aspects: students' written argumentation level steadily improves,and the score of "evidence" dimension increases significantly;The number of students participating in the interactive argumentation keeps increasing,and the number of students in the first to the second stage increases rapidly.Students' level of interactive argumentation shows an obvious upward trend from low level to high level.(2)the establishment of real situation is the premise of carrying out argumentation activities,which can stimulate students' interest in argumentation;Community interaction is the key to the development of argumentation ability,which can cause students to produce cognitive conflict and conduct argumentation dialogue such as refutation,confirmation and support to balance the conflict.Formative evaluation and summary is a powerful guarantee for argumentation activities,which can not only promote the development of argumentation interaction in a deeper direction,but also ensure the integrity of teaching activities,cultivate students' habit of summarizing and reflecting,and provide convenience for the development of subsequent interactive argumentation and other teaching activities.