Group Cooperative Teaching Design With Knowledge Graphs in Project-Driven Learning

Introduction

The development of information technology has brought great convenience to life. In terms of education, the integration of education and information technology can stimulate student learning motivation and guide students to study independently. There have been many applications based on knowledge graphs in the general domain, but in terms of education, there are fewer applications. The “New Generation Artificial Intelligence Development Plan” clearly states that it is necessary to study knowledge graph construction technology, focus on educational knowledge graphs, and give full play to the advantages of knowledge graphs in teaching (State Council.,2017). The use of knowledge graphs in education can effectively establish connections between knowledge points, thereby forming structured knowledge and establishing a complete knowledge system (Chen et al.,2018). As an important part of the new generation of intelligent education, knowledge graphs can not only stimulate self-learning motivation but also provide educational services for visualizing the relationship between knowledge concepts (A.Li et al.,2020), which facilitates teachers in carrying out project-driven learning group cooperation modes. At present, most information technology education relies on teachers to conduct classroom lectures. In this case, by using the logical characteristics of the educational knowledge graph, students are further guided to structure the knowledge system, and through the knowledge graph, a group cooperative teaching mode of project-driven learning can be carried out, which can actively guide students to conduct cooperative learning. A graph can improve the dull phenomenon of students in the classroom, create a warm learning atmosphere for students to learn, and improve the scientific and rational aspects of teaching. By investigating the application of knowledge graphs in teaching with information technology in middle school, the application of knowledge graphs can assist teachers in comprehensively understanding the process of students’ cognitive development and tacit knowledge learning through group meaning wisdom. Carrying out group cooperation learning activity classes and guiding students to carry out project-driven learning can stimulate autonomous learning motivation, improve the knowledge acquisition rate, increase communication and interaction, enhance students’ sense of participation in the learning process, and promote the improvement of learning quality.