Research On Behavioral Patterns And Intervention Of Peer Cognitive Conflict In Collaborative Programming

In collaborative programming activities,group students brainstorm to complete the analysis and solution of programming tasks,and in the process of interaction,they can construct knowledge and develop thinking skills,which is an effective way to cultivate talents in the intelligent era.However,in the process of collaborative learning,students usually produce different interactive behaviors and form different interactive paths,some of which are beneficial to the development of students’ thinking,but others will hinder the effect of collaborative learning.If they do not intervene and adjust in time,they will have a negative impact on the learning process of students.Based on the theories of social constructivism and cognitive dissonance,the occurrence and resolution of cognitive conflict is an important way for students to construct knowledge and develop their thinking.Therefore,this study comprehensively adopts literature research,content analysis,interview,experimental research,etc.,focusing on the coding of peer cognitive conflict behaviors,the characteristics of behavior patterns,and the proposal of intervention strategies in collaborative programming,so as to guide students to form a constructive cognitive conflict process and develop their computational thinking ability.The main research contents and results are as follows:Firstly,based on the role of cognitive conflict in the development of computational thinking and the analysis of cognitive conflict behavior process in existing research,this thesis discusses the behavior performance of students’ cognitive conflict in the whole process of collaborative programming.The results show that the process of cognitive conflict behavior can be divided into three stages: preliminary,conflict,and resolution,and there are nine types of behaviors:statement,questioning,domination,rejection,defense,avoidance,compromise,integration and acceptance.Among them,in the preliminary stage,students’ knowledge output leads to cognitive conflict of peer perception;The conflict stage is characterized by weakening or intensifying the conflict through questioning,dominating or refusing;In the resolution stage,the feedback to the conflict through defense,avoidance,compromise,integration and acceptance is the manifestation of the conflict resolution process.Secondly,based on the data of students’ interactive conversation and the test results of students’ concept and practice level of computational thinking,through behavior coding,lag sequence analysis,clustering and variance analysis,this thesis discusses the typical behavior patterns of students’ cognitive conflicts in collaborative programming and their influence on the development of students’ computational thinking.The results show that there are four typical cognitive conflict behaviors among students in collaborative programming: leadership manipulating,consensus seeking,relationship protecting and discussion constructing.Among them,the concept and practice level of the students in the discussing construction group are significantly higher than those in other groups;The leadership manipulation group students have the lowest computational thinking level and large variance;Students in the group of leadership manipulation,consensus seeking and relationship protection have many negative feelings,and there are some problems,such as incorrect orientation of collaborative goals and neglect of peer relationship maintenance,which need further intervention and guidance.Thirdly,based on the characteristics of cognitive conflict behavior patterns and the existing cognitive conflict-related strategies,the intervention strategies for each pattern are put forward,including environmental intervention strategies based on collaborative activities and behavioral intervention strategies based on discourse guidance.The results show that designing collaborative activities that focus on cultivating students’ mastery of goals and peer interdependence,and providing a collaborative dialogue framework to promote the occurrence of constructive conflicts can guide students to produce specific discourse behavior structures,gradually internalize them in the process of constantly experiencing efficient cognitive conflict behavior paths,and subtly master the forms of discourse interaction that constructively generate and resolve cognitive conflicts.Judging from the verification effect of strategy implementation,the group students who showed leadership manipulating,consensus seeking and relationship protecting before intervention obviously increased the use of behavior sequences such as questioning and defending in the conversation structure formed after intervention,and the students gave positive feedback on the use of collaborative discourse guidance framework,showing high satisfaction.In conclusion,by constructing cognitive conflict behavior coding and clustering cognitive conflict behavior patterns in collaborative programming activities,this study found that cognitive conflict behavior paths significantly affected the development of students’ computing concepts and practical abilities.The cognitive conflict behavior intervention strategies proposed in this study are conducive to regulating students’ cognitive conflict behaviors in the collaborative process,and can provide effective guidance for the organization and development of related collaborative programming learning in the future.