Research On Collaborative Knowledge Building Based On Anchored Instruction Strategy

Knowledge Building has been recognized as one of the five fundamental methods of learning science.Most of the traditional teaching methods allow students to memorize and understand basic knowledge,and these levels of knowledge learning are shallow Knowledge Building.In order to cultivate students’ autonomous learning ability,collaboration ability,problem-solving ability and innovation ability in classroom practice teaching,it is necessary to motivate and guide students to express their personal opinions and views,interact and exchange,debate and negotiate among students according to different personal opinions and views,and construct deep-level collaborative knowledge building.Deep-level collaborative knowledge building teaching has great advantages in the cultivation of students’ autonomous learning ability,collaboration ability,problem-solving ability and innovation ability,and can help schools cultivate talents needed by social development.With the new round of information technology curriculum reform,robot programming education has been incorporated into the content of elective classroom teaching in information technology.Schools should also keep pace with the times and attach importance to the cultivation of innovative talents.Based on this,cultivating students’ problem-solving ability,collaborative knowledge building ability and innovation ability through robot programming teaching has become a problem that needs to be solved in the teaching of information technology courses.Firstly,the literatures related to collaborative knowledge building and anchored teaching strategies are reviewed and collected,and the research status of collaborative knowledge building and anchored teaching strategies at home and abroad is sorted out,and the theoretical basis is determined.Secondly,according to Stahl’s double-cycle model of collaborative knowledge building,anchored teaching strategies and 12 principles of knowledge building,the digital lesson platform is applied to the environment of collaborative knowledge building,and a framework of collaborative knowledge building teaching activities based on the anchored teaching strategy is designed.Then in the EV3 robot course,the teaching activity plan is designed according to the designed collaborative knowledge building teaching activity framework based on the anchored teaching strategy.Finally,carry out three rounds of action research,apply the designed EV3 robot course teaching activity plan to classroom teaching,and carry out teaching practice activities.Data is collected every two weeks,using the digital lesson platform to collect data such as students’ opinions expressed and responses to questions in class,and social network analysis is performed on the collected data to evaluate students’ collaborative communication ability.At the same time,the cultural products finally produced by the students are evaluated to evaluate the students’ learning effect.Teachers reflect on themselves,including their teaching behavior process and students’ behavior in the learning process,summarize various problems existing in each round and make appropriate adjustments to improve the design of collaborative knowledge building teaching activities based on broken teaching strategies.On the basis of improving the teaching activity plan,gradually improve students’ problem-solving ability,collaborative knowledge building ability and innovation ability.Research shows that designing classroom teaching activities according to the framework of collaborative knowledge building teaching activities based on anchored teaching strategies and implementing them in classroom teaching can improve students’ problem-solving ability,collaborative knowledge building ability and innovation ability.