A Study on the Pathway of Teacher-Student Metacognitive Co-development Empowered by Knowledge Graphs: A Dual-Dimensional Perspective of Instructional Preparation and Learning Strategies
Abstract
This study focuses on the deep integration of knowledge graph technology into educational settings, exploring its empowerment mechanisms in the co-development of teacher-student metacognition. By constructing a dual-dimensional analytical framework of instructional preparation and learning strategies, it reveals how knowledge graphs, through structured knowledge representation, intelligent learning diagnostics, and dynamic strategy recommendations, facilitate more precise instructional preparation for teachers and more personalized learning strategies for students. The findings indicate that knowledge graphs can effectively bridge cognitive gaps between teachers and students. Through pathways such as triplet-based knowledge modeling, visualization of learning trajectories, and collaborative diagnostic feedback, a closed loop of “teacher knowledge organization—student strategy adaptation—bidirectional cognitive optimization” is formed. The research offers theoretical insights and practical pathways for the development of teacher-student metacognition in smart education environments, contributing to the construction of a new data-driven teaching relationship.
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