Based on the interaction system in network learning space, a two-dimensional and multihierarchical framework of interaction assessment was constructed. Taking this as theory basis, this paper adopted the five-stage coding framework of problem solving process and the coding framework of knowledge construction level to analyze the problem solving behavior pattern and the knowledge construction behavior pattern of one semester of interaction data from 28 learners participating in the course of "Visual Information Design". The results showed that the problem solving behaviors in interaction mainly focused on the two aspects of comparative debate of existing solutions and provision of possible solutions or relevant information. The knowledge construction behaviors in interaction mainly focused on three stages of cognitive conflict, sharing and clarification, and meaning negotiation. In addition, both of the problem solving behavior pattern and the knowledge construction behavior pattern had significantly positive influence on academic performance. The study of learners'interactive behavior pattern could provide accurate diagnosis and strategic support for learners'interaction assessment in network learning space.%文章基于网络学习空间中的交互系统,建构了二维度多层次的交互评估框架.以此为理论指导,文章采用问题解决过程的五阶段编码框架和知识建构水平编码框架,对参与"视觉信息设计"课程的28名学习者一个学期的交互数据进行了问题解决行为模式和知识建构行为模式分析,结果发现:交互中的问题解决行为多集中于已有方案的对比辩论、提供可能的解决方案或相关信息两个方面;交互中的知识建构行为多集中于认知冲突、分享与澄清、意义协商三个阶段;问题解决行为模式、知识建构行为模式均对学习成绩有显著正向影响.研究学习者的交互行为模式,可为网络学习空间中学习者的交互评估提供精准诊断与策略支持.
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