Garrison教授提出的“网络学习社区模型”是国际在线学习领域分析网络学习社区建设质量的重要理论框架。将该框架的量表测试工具汉化后，该文对华东地区某学校网络学习社区中的350名学生进行问卷调查，旨在探讨网络学习社区中，学生对四种学习社区核心要素：教学性存在、学习性存在、社会性存在、认知性存在的感知程度，并基于该模型探索认知性存在的影响因素。文章利用可靠性分析检验问卷的内部一致性信度并对问卷回收数据进行描述性统计；利用LISREL建立结构方程模型，采用验证性因子分析方法检验问卷的效度，使用路径分析法，检验学习性存在、社会性存在对认知性存在的影响。结果表明，学生在网络学习社区中，对四种要素均有较强的感知，而在四种核心要素中，学生对社会性存在的感知程度最强。在网络学习社区中，教学性、社会性存在、学习性存在均直接影响认知性存在，教学性存在、学习性存在与认知性存在之间还有间接影响的关系。上述关系的得出是对教师和学生在网络学习环境中构成的自组织的运行机制的初步揭示，希望能够为促进网络学习社区中有效、深度学习的发生提供建议。%The community of inquiry model proposed by Garrison has been considered as an important framework which was widely used to analyze the construction quality of web-based learning community in the international research area of online learning. The framework and its scale were translated into Chinese and the scale was used to investigate 350 students from a school in the Eastern China to explore students’ perception of teaching, learning, social and cognitive presence. Based on the model, the factors that inlfuence the cognitive presence were also studied. Conifrmatory factor analysis (CFA) was conducted to verify the validity of the questionnaire by using LISREL.And we examined the inlfuence of teaching, learning, social presence on the cognitive presence through path analysis. The results showed that students had strong perception of the four types of presence. Teaching, learning, social presence had direct inlfuence on cognitive presence, what’s more, teaching presence and learning presence inlfuence had indirect effect on cognitive presence.
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