Design Of Collaborative Knowledge Building Activities Driven By Emotional Engagement

With the development of human society and the reform in the field of education,the goal of talent training pays increasingly more attention to the cultivation of thinking rather than the memory of knowledge.Among many teaching methods aiming at the cultivation of thinking,collaborative knowledge building has attracted more attention because it pays attention to the integration of learners’ knowledge and the cultivation of learners’ creative ability.Many scholars have found that learners’ emotional engagement plays an important role in the effect of collaborative knowledge construction.However,in practice,there is a problem that learners’ lack of emotional engagement leads to the low level of construction.This study will stimulate and maintain learners’ positive emotional engagement in the process of knowledge construction and promote the improvement of construction level by designing activity framework,teaching strategies and carrying out learning activities,so as to give full play to the educational value of this learning model.Firstly,in the basic part of the research,it combs the related research of collaborative knowledge construction and emotional engagement.This paper combs and summarizes the connotation,process,principle,interaction analysis and viewpoint classification of collaborative knowledge construction.The connotation,classification and measurement of emotional engagement and the mechanism of emotional engagement in collaborative knowledge construction are summarized.It is concluded that it is necessary to enhance learners’ positive emotional engagement to promote learners’ interaction and knowledge development in the process of collaborative knowledge building.Next is to the design activity framework.Referring to the development process of emotional engagement in collaborative knowledge construction and the typical three cycle model of knowledge building,the activity framework is designed,including the establishment of emotional trust group,intra group knowledge building based on emotional blending,inter group knowledge building based on emotional collision and knowledge integration based on emotional sublimation.Then carry out the design and practice of specific teaching activities.Taking the course“Application Research of network education” as the practice field,using the research idea based on design,based on the activity framework and combined with the corresponding learning content,the specific process of activities is designed and applied to classroom teaching.After three rounds of improvement,a more reasonable framework of collaborative knowledge building driven by emotional engagement is finally formed,and the corresponding teaching strategies are optimized.Set up a scaffold for emotional communication and trigger learners’ various emotional interactions:(1)Peer feedback and emotional communication enrich each other,guide learners to evaluate and interact with each other;(2)Shared regulation and emotional communication lead each other to maintain learners’ mutual understanding and dependence.Carry forward teachers’ emotional support,enhance learners’ insightful emotional experience:(1)Improve learners’ learning experience through cognitive emotional feedback,so as to promote learners’ cognitive development;(2)Teacher provides learners with multiple and effective emotional support,regulate learners’ emotional input;(3)The form of teachers’ emotional support should be flexible to facilitate learners’ knowledge construction.It is found that the application of the activity framework in classroom practice can achieve good results: effectively promote learners’ interactive enthusiasm and knowledge improvement.Providing emotional interaction scaffolding can enhance learners’ positive emotion,so as to promote opinion consultation of learners between groups.Providing teachers’ emotional support can enhance learners’ insightful emotional experience and promote their reflection.Providing emotional interaction scaffolding and developing teachers’ emotional support can both enhance learners’ willingness to participate in collaborative learning,make them expect collaborative learning,reduce their negative emotions,promote the view growth and view interaction of knowledge construction.To sum up,the practical research on the design of collaborative knowledge building activities driven by emotional engagement provides an experience and idea to solve the problem of insufficient interaction and low construction level of learners in the process of knowledge construction.It also further enriches the theory and teaching strategy of collaborative knowledge building.