CAJ | 학술논문

知识建构作为一种创新教育理论，强调“对等的知识发展”和“民主化的知识”，重视学生提出的真实观点和现实问题，认为知识建构不应局限于特定的场合。这种理念非常符合我国《综合实践活动课程指导纲要》的要旨，并为弥补当前我国综合实践活动课开展过程中遇到的诸多不足提供了指导。以知识建构理论为指导，探究其应用于综合实践活动课程的核心目标有两个：一是探究学生问题的深度、理解的深度等课程内容方面的学习成效，二是探究学生参与度、合作度（交互程度）、创造性等活动品质方面的发展。在研究“交通”这一现实问题的过程中，学生们经历了“个人观点的提出”、“小组知识的讨论”、“班级社区知识的形成”三个阶段的知识建构过程。对基于知识论坛的建构学习效果采用问题深度量表、解释深度量表、创造性行为量表以及知识论坛自带的ATK分析工具进行综合分析。结果表明：基于知识论坛的知识建构学习，有助于提高学生的参与广度与深度；学生多层面的交互合作，促使问题深度、解释深度由低等级转向高等级；不断反思研究过程，有助于实现学生观点的升华。
지식건구작위일충창신교육이론，강조“대등적지식발전”화“민주화적지식”，중시학생제출적진실관점화현실문제，인위지식건구불응국한우특정적장합。저충이념비상부합아국《종합실천활동과정지도강요》적요지，병위미보당전아국종합실천활동과개전과정중우도적제다불족제공료지도。이지식건구이론위지도，탐구기응용우종합실천활동과정적핵심목표유량개：일시탐구학생문제적심도、리해적심도등과정내용방면적학습성효，이시탐구학생삼여도、합작도（교호정도）、창조성등활동품질방면적발전。재연구“교통”저일현실문제적과정중，학생문경력료“개인관점적제출”、“소조지식적토론”、“반급사구지식적형성”삼개계단적지식건구과정。대기우지식론단적건구학습효과채용문제심도량표、해석심도량표、창조성행위량표이급지식론단자대적ATK분석공구진행종합분석。결과표명：기우지식론단적지식건구학습，유조우제고학생적삼여엄도여심도；학생다층면적교호합작，촉사문제심도、해석심도유저등급전향고등급；불단반사연구과정，유조우실현학생관점적승화。
As a kind of innovative education theory, knowledge building emphasizes on"symmetric knowledge advancement"and"democratizing knowledge". It attaches great importance to students' real ideas as well as authentic problems and considers that knowledge building should not be limited to specific situations. This kind of idea corresponds well with the main idea of Comprehensive Practice Curriculum Guidelines. Besides, it provides guidance for covering the shortage we encountered in the process of carrying out the comprehensive practice curriculum. Guided by knowledge building theory, there are two main goals to achieve in comprehensive practical activity courses:first, we try to explore students' learning effectiveness about course content, such as the depth of problems and understandings;second, we plan to study the development of the quality of activities, such as the participation, the interaction and the creativity. Take the real problem"traffic"as an example. In the process of"traffic"theme study, students experienced three stages of construction:"putting forward personal ideas","discussing the knowledge of the group","developing community knowledge". ATK analysis tools from Knowledge Forum and the scales to detect the depth of questions and explanations were used to analyze the learning effect. The results proved: that constructive learning based on Knowledge Forum can improve students' participation in breadth and depth;that students' multi-dimension interaction can prompt the depth of questions and explanations from low level to high level;that constantly reflections on the research process can help students rise above their ideas.