Research On Collaborative Knowledge Construction Based On Problem Solving

The country is now looking for people who have moved from ‘traditional’knowledge-based skills to new types of problem-solving and collaborative communication skills.The 21 st Century Skills: Learning for the Age We Live In explicitly calls for the development of critical thinking and problem-solving skills,communication and collaboration skills,and creativity and innovation skills.The new round of basic education curriculum reform-the Compulsory Education IT Curriculum Standards(2022 Edition)-proposes adherence to goal orientation,adherence to problem orientation and adherence to innovation orientation as the principles of the revision to develop students’ initial problem-solving skills through steps such as abstraction,decomposition and modelling of problems.Learners assimilate or conform to knowledge by negotiating,constructing,optimising and improving collective and individual knowledge with each other,solving problems and forming new knowledge in the process of negotiation and construction,which is precisely where the mechanism of collaborative knowledge construction lies.This study relies on a high school IT course in Q city,and takes senior students as the research object.By elaborating the connotations and characteristics of three different types of problems: conceptual,explanatory and design problems,the study uses a model of collaborative knowledge construction process to construct a framework for collaborative knowledge construction based on problem solving,on the basis of which activity programmes are designed and teaching practices are carried out.Firstly,through the analysis of the three types of problems and their three levels of performance,the basic problem-solving process of problem situation,problem analysis,problem solving,work formation,learning evaluation and reflection is used to construct a model of collaborative knowledge construction based on problem solving on the basis of the analysis of collaborative knowledge construction activities of the three types of problems.Secondly,using the ‘triangular model’ of activity theory,the basic elements of collaborative knowledge construction activities are analysed and a framework for collaborative knowledge construction activities based on problem solving is designed.The learning activities were designed and implemented on the Digital Classroom platform according to seven processes: analysis of content,analysis of learner characteristics,analysis of teaching objectives,selection of problems,organisation of collaborative groups,analysis of tools and activity strategies,and activity process.Finally,the multidimensional evaluation method was used to analyse the students’ participation and contribution in the collaborative knowledge construction activities through the data of the number class platform.The analysis of the three dimensions of students’ work,namely completeness,artistry and technicality,reveals that students have scored 70 or above in the overall category,and from the specific dimensions,the completeness dimension scores are relatively high,indicating that students have a good grasp of the content of the activity.90% of the students were initially equipped with problem-solving skills.