Authors: Chunhong Liu (College of Computer and Information Engineering, Henan Normal University, China), Jieyu Zhang (College of Computer and Information Engineering, Henan Normal University, China), Haoyang Zhang (College of Computer and Information Engineering, Henan Normal University, China), Xiaoniu Li (College of Computer and Information Engineering, Henan Normal University, China), En Zhang (College of Computer and Information Engineering, Henan Normal University, China)
Volume/Issue: 19/1
ISSN: 1550-1876
EISSN: 1550-1337
DOI: 10.4018/IJICTE.321120
Date Posted: 4/7/2023 12:00:00 AM

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.

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