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Advances in Social Sciences Research Journal – Vol.7, No.8
Publication Date: August 25, 2020
DOI:10.14738/assrj.77.8828.
Xiulin, M., Xiaomin, Z., Sheng, L. & Chenyu, F. (2020). Practice and Research on the Teaching Strategy of "Semi-finished Product
Processing" Oriented to Knowledge System Construction. Advances in Social Sciences Research Journal, 7(8) 343-359.
Practice and Research on the Teaching Strategy of "Semi-finished
Product Processing" Oriented to Knowledge System Construction
Ma Xiulin
Faculty of Education,
Beijing Normal University, Beijing.
Zhang Xiaomin
Faculty of Education,
Beijing Normal University, Beijing.
Li Sheng
The Joint Laboratory Of Ministry Of Education,
China Mobile Company, Beijing, China;
Fan Chenyu
Faculty of Education,
Beijing Normal University, Beijing.
ABSTRACT
The development of education informatization has led to the innovation
of the teaching mode and learning mode. In this process, the teaching
mode based on the knowledge system has become the main direction of
the reform of the teaching model in the information age. The "semi- finished product processing" as a teaching strategy which helps learners
promote knowledge construction may become a new research
perspective to build a teaching model based on the knowledge system.
Based on the analysis of the connotation and teaching model of
knowledge construction, this research creatively proposes a teaching
model based on knowledge system construction and the "semi-finished
product processing" strategy. There are three stages in the teaching
model including before, during and after class. Collect practice data
from personal knowledge acruisition, knowledge construction to
knowledge integration, the model was applied in the course of
"Multimedia Information Technology-Image Processing" relying on high
school information technology teaching. By analyzing the data produced
during teaching, it is found that this model can improve students'
comprehensive applicable ability andlearning motivation. Finnally,
according to suggestions of expert and interview on students, the model
was revised and optimized to assure the rigorous and scientific.
Keywords: knowledge construction; semi-finished products; teaching mode;
Photoshop teaching
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 8, August-2020
INTRODUCTION
Research Background
Under the traditional teaching model of information technology in middle schools, students
may tend to be incomplete in knowledge system and insufficient comprehensive application
ability
It is a significant mission of school education in the 21st century to cultivate talents who are not
only needed by the new era society but also possess the independent learning capacity and
problem-solving capacity. However, in the present information technology teaching of middle
school, most schools still organize teaching activities with traditional lectures such as "task-driven"
or "lecture and practice" mode. In general, teachers tend to elaborate exposition and repeating
demonstration when reflected an important knowledge point. As the result, As the result, students
gain knowledge without deep learning from teacher [1] and obtained a lot of fragmentary and
immethodical knowledge. Under this circumstances, the connection between prior knowledge and
new knowledge can not be found by students. These isolated knowledge points, skills, new
knowledge, and new skills are also difficult to be integrated and organized into the existing cognitive
structure of students [2]. Facing comprehensive tasks that can not be completed well, they always
lack comprehensive application ability [3].
The importance of knowledge construction in the reform of the teaching model
In the 21st-century education reform, the popularization of educational informatization has
brought about great changes in teaching activities and the way students obtain learning resources.
The traditional teaching model, which ignores students has been greatly impacted [4]. Besides, the
"Educational Informationization 2.0 Action Plan" clearly stated that the establishment of a
competence-first training policy vigorously promotes the reform of teaching model. Kekang He
believes that the teaching concept in the information age needs to be guided by deep learning, under
the guidance of "meaningful learning" theory, the traditional learning methods should be reformed
[5]. Jonassen pointed out that one of the striking features of "meaningful learning" was "knowledge
construction" [6][7]. From the perspective of constructivists, learning is regarded as a kind of
knowledge construction activity. Learners are the active constructors of the knowledge system. And
teaching should be developed around learners and aims to realize the reform of "learning-oriented"
teaching model [1] [8].
The "semi-finished product processing" strategy improves the problem of the construction of
the learner's knowledge system
As a crucial deuterogrnic teaching strategy of constructivist learning theory, the "semi-finished
product processing" strategy is based on the "meaning construction", which is one of the four
elements of constructivist learning theory. On the one hand, it can guide the students to link the
scattered knowledge points into the knowledge system, which is conducive to knowledge
construction and the integrity of the learning content. On the other hand, the "semi-finished product
processing" strategy can also guide students to think from the dimensions of methodology and way
of thinking, and help students gradually develop their ability to solve comprehensive tasks [9].
Therefore, no matter from the perspective of reforming the traditional teaching model, or from the
perspective of cultivating talents needed in a new era, it is of great benefit to forming a new teaching
model based on the construction of a knowledge system utilizing "semi-finished products
processing" strategy, which is also the direction of practical teaching.
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URL: http://dx.doi.org/10.14738/assrj.78.8828 345
Xiulin, M., Xiaomin, Z., Sheng, L. & Chenyu, F. (2020). Practice and Research on the Teaching Strategy of "Semi-finished Product Processing" Oriented to
Knowledge System Construction. Advances in Social Sciences Research Journal, 7(8) 343-359.
Research Question
Based on the review and analysis of relevant literature and materials about the constructivist
teaching model, and the problems existing in the construction of the learner's knowledge system,
the research mainly focus on the following two aspects:
1. According to the model of knowledge construction and the development of teaching activity
based on the "semi-finished product processing" strategy, construct the "semi-finished
product processing" strategy teaching model oriented to the construction of the knowledge
system.
2. Based on the practical application of teaching, explore the influence of this mode on students'
ability of comprehensive application, knowledge construction, and self-efficacy intensity, so
as to cultivate students' ability of comprehensive application and improved students' sense
of self-efficacy.
LITERATURE REVIEW AND THEORETICAL BACKGROUND
Related research on the model of the knowledge construction
The definition of “Knowledge Construction”
The phrase “Knowledge Construction” was widely used in business research at first, and was first
put forward at the beginning of the 1980s in education by professors Marlene Scardamalia, and
Bereiter at the University of Toronto in Canada [8]. According to their ideas, knowledge
construction is a process of producing or creating some thoughts and opinions that are invaluable
for communities [10]. However, Law and Wong state that knowledge construction is a collaborative
activity with specific aim, which analyses the advantages, limitations, and potential of knowledge to
stimulate learning [11]. In addition, Chinese researchers have different interpretations of
knowledge construction. Huajian Zhao thinks it means that individuals cooperate with each other
and participate in some purposeful activities (such as learning tasks, problem-solving, etc.) in some
specific communities, and finally form some idea, theory or hypothesis and other intelligent
products [12].
While Zhijian Zhong holds the view that knowledge construction refers to the process and result
that learners produce new and meaningful revelence [7], combination or integration of new and old
knowledge based on learning tasks. According to the above definition, although researchers have
different perspectives on knowledge construction, they explicitly emphasize the value of knowledge
construction and the process of knowledge construction.
The process model of knowledge construction
There is a multiplicity of views on the process of knowledge construction. Gunawardena believes
that the process of knowledge construction consists of four stages: sharing and comparing
information, analyzing differences, proposing viewpoints, and reaching consensus among members
[13]. Stahl thinks knowledge construction includes 11 stages such as individual construction, social
knowledge construction, etc [14]. Beers and his research team proposed a four-stage process model
of knowledge construction for externalization, internalization, negotiation, and integration [15].
Youru Xie and her research team defined knowledge construction as a spiraling process including
five stages: share, demonstration, negotiation, creation, and reflection [8]. From the perspective of
self-organization theory, Haifeng Li and Wei Wang put forward a five-stage model including
“problem identification—problem analysis—implementation strategy -- scheme generation—
assessment practice” [16]. Yongcheng Gan and Zhiting Zhu perceive that learners construct