Abstract
As a teaching method, knowledge building has an advantage that it provided a straightforward way to realize knowledge creation and innovation in the present age. The practice of knowledge building in classroom not only helped student to achieve progress, but also promoted the teacher’s professional development. Taking the instructional behavior as the object of research, the paper analyzed the process of teaching in classroom with quantitative method, and combining the qualitative analysis of classroom observation, explored the effects of knowledge building on teacher’s professional development. The research results were teacher’s professional development have been improved in the circumstance of knowledge building theory.
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© 2014 Springer International Publishing Switzerland
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Chen, W., Long, M., Duan, Q. (2014). The Analysis of Classroom Teaching Behavior Based on Knowledge Building. In: Cheung, S.K.S., Fong, J., Zhang, J., Kwan, R., Kwok, L.F. (eds) Hybrid Learning. Theory and Practice. ICHL 2014. Lecture Notes in Computer Science, vol 8595. Springer, Cham. https://doi.org/10.1007/978-3-319-08961-4_28
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DOI: https://doi.org/10.1007/978-3-319-08961-4_28
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-08960-7
Online ISBN: 978-3-319-08961-4
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