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In a knowledge-building classroom, students and their teacher make a collective inquiry into each topic of the course. All students in the class aim to discover knowledge and create knowledge. However, efficient discussion is hard to initiate in a knowledge-building classroom where the teacher is not aware of the background knowledge of students, or the students have not prepared for deep dialogue. This study proposes a new strategy to enhance the operation performance of a knowledge-building classroom. Blogging the warm-up of a lesson before class, and the review after class prepares the students for discussion. This article describes the design of the learning strategy and correlative blog tools.