Design Of Collaborative Knowledge Construction Activities Driven By Group Cohesion

With the rapid development of education informatization,the educational concept of talent training has gradually changed.Collective wisdom has become the basic form of collaborative interaction and shared knowledge between learners,and the learning of the information society has also shifted from individual construction to collaborative construction.Many domestic and foreign researchers have set higher standards for talent training.Among them,among the many teaching methods that are oriented towards the cultivation of collective wisdom,collaborative knowledge construction is receiving close attention by emphasizing the learner's collaborative cognitive responsibility and the learner's collective wisdom cultivation.Group cohesion has always been in the process of collaborative knowledge construction.To assume an essential and key role.However,through classroom investigation and practical application,it is found that the lack of group cohesion is still a severe challenge in the process of collaborative knowledge construction teaching,which hinders the in-depth development of viewpoints and the synergy of knowledge construction.Therefore,this research will enhance the cohesion within the learning group and guide learners to have active communication and interaction in the collaborative construction of viewpoints and knowledge,so as to maximize the value and effect of this theory.In the research part of collaborative knowledge construction,this study sorts out and summarizes its main connotation,principles and research status.Among them,in the research status of collaborative knowledge construction,the process of collaborative knowledge construction,interaction,learning community,viewpoints and practical analysis of viewpoint improvement are summarized and sorted out.It is concluded from this that collaborative knowledge construction still has the problem of insufficient group cohesion in the practical application at this stage,which affects the deep development of viewpoints and the final level of collaborative knowledge construction.In the research part of group cohesion,this research respectively summarized and sorted out the important connotation,classification,measurement of group cohesion and its internal connection with collaborative knowledge construction.By analyzing the conceptual definition and important categories of group cohesion,the dimensions of evaluating group cohesion and the feasibility and value of fusion with the process of collaborative knowledge construction are summarized.The theoretical foundation mainly includes social constructivism and learning community theory.The ideological connotation and theoretical value represented by this theory have played a certain support and guiding significance for this research.In designing the model part of this study,we will start from the two dimensions of collaborative knowledge construction and group cohesion,analyze and integrate the basic process of collaborative knowledge construction driven by group cohesion: forming a cohesive team,and collaboration within the group based on mutual evaluation and mutual change.Knowledge construction,inter-group collaborative knowledge construction based on confrontational debate,and collaborative knowledge construction based on integration.Important factors that can effectively affect the group cohesion within the learning community include group leadership,group goals,group environment,external threats,group structure,and individual members.The key links of collaborative knowledge construction driven by group cohesion are integrated with the influencing factors of group cohesion,and the activity model of this research is proposed.In the specific activity research and practical application part,this study selected 39 students in the first grade of a middle school in East China as the experimental subjects.Using design-based research ideas and methods,the designed activity model was applied to the study of the "Comment on the Characters in Journey to the West" course,and three rounds of iterative practice optimization were carried out.Since the learners had not been exposed to the collaborative knowledge construction model before the course,the experiment preparation link was set up before the experiment started.In the formal experiment part,a specific activity process is designed based on the activity model and combined with the corresponding activity strategy,so as to carry out experimental activities,and continuously improve the teaching intervention after each round of practice,and finally form a more mature group cohesion driven by collaborative knowledge construction activity model and activity process.The study found that the activity design model applied to the classroom practice of collaborative knowledge construction can achieve good teaching effects: it effectively promotes the interactive enthusiasm of the learning community and the continuous improvement of viewpoints.Learners will actively check,comment and exchange different viewpoints.Continuously improve and deepen the integration of viewpoints,thereby enhancing the level of collaborative knowledge construction.At the same time,the researchers found that learners' timely comments and feedback on knowledge viewpoints can exercise their divergent thinking and higher-order thinking abilities to a certain extent,and help stimulate learners' curiosity to explore the problem and the spirit of active interaction and collaborative.This research also has shortcomings.Due to time and conditions,this research only carried out three rounds of iterative activity design and application.Subsequent research can extend the duration of the experiment,break through the thinking limitations of the comment tool on learners,and increase learners.The degree of freedom of mutual comments between each other,the increase of research samples,etc.,to enhance the feasibility and credibility of teaching intervention.In summary,the practical research on the design of collaborative knowledge construction activities driven by group cohesion provides one of the ways for learners to learn from the lack of collective cognitive responsibility and community awareness in the process of knowledge construction,and it also provides the theory of collaborative knowledge construction.Perfect and practical experience provides ideas and methods.