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

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

Chunhong Liu, Jieyu Zhang, Haoyang Zhang, Xiaoniu Li, En Zhang
Copyright: © 2023 |Volume: 19 |Issue: 1 |Pages: 11
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781668478998|DOI: 10.4018/IJICTE.321120
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MLA

Liu, Chunhong, et al. "Group Cooperative Teaching Design With Knowledge Graphs in Project-Driven Learning." IJICTE vol.19, no.1 2023: pp.1-11. https://doi.org/10.4018/IJICTE.321120

APA

Liu, C., Zhang, J., Zhang, H., Li, X., & Zhang, E. (2023). Group Cooperative Teaching Design With Knowledge Graphs in Project-Driven Learning. International Journal of Information and Communication Technology Education (IJICTE), 19(1), 1-11. https://doi.org/10.4018/IJICTE.321120

Chicago

Liu, Chunhong, et al. "Group Cooperative Teaching Design With Knowledge Graphs in Project-Driven Learning," International Journal of Information and Communication Technology Education (IJICTE) 19, no.1: 1-11. https://doi.org/10.4018/IJICTE.321120

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Abstract

Using the educational knowledge graph to express the logical characteristics of knowledge, this paper takes project-driven learning in the teaching of “Information Technology in Secondary Schools” as an example and studies the group cooperative teaching mode based on the educational knowledge graph. The relationship between knowledge points in subject courses is described in the form of a knowledge graph, and the learning activities of coordinating the cooperation of each group are completed through the integration process of the knowledge graph. The use of a group cooperation teaching mode in the classroom can not only build a collaborative knowledge system between teachers and students but also help to carry out project-driven learning. The application of the knowledge graph of “Information Technology in Middle School” in the classroom can better show the logic between knowledge, and its graphical structure can help students to structure the knowledge they have learned.