【摘要】 随着MLIS招生规模的扩大与跨专业生源比例的增加，人才培养问题日益突显，而构建学习行为路径图既有助于教学困扰溯源，还能为MLIS课程安排、教学改革以及学业指导提供参考和依据。文章以吉首大学MLIS两门学位课程所记录的行为数据为例，依据学习行为编码表和滞后序列分析模型对25位研究生的学习行为进行筛选与编码，统计其行为频次、相关程度和时间位次，再结合GSEQ软件生成行为转换频率表和调整后残差表，最后以显著行为序列为基础分别绘制独立与协作形式的学习行为路径图来呈现学生行为特征、阶段成果和认知过程。在行为数据上，协作形式比独立形式的行为种类更为丰富且更能促进多方交流；在路径结构上，两者均呈现网状结构且小组学习更能激发个人投入度和贡献度；在成果转化上，协作形式比独立形式的成果产出更多且更有利于构建“四位一体”的学习共同体；在实践上，提出了以学习行为路径图协助解决教学困扰、提高学习投入和把握“教-研”规律等建议。更多还原

【Abstract】 With the expansion of the enrollment scale of MLIS and the increase of the proportion of interdisciplinary students, the problem of talent training has become increasingly prominent. The construction of learning behavior path map not only helps to trace the source of teaching problems, but also provides reference and basis for MLIS curriculum arrangement, teaching reform and academic guidance. Taking the behavior data recorded in two MLIS degree courses of Jishou University as an example, the learning behaviors of 25 graduate students were screened and coded according to the learning behavior coding table and lag sequence analysis model, the behavior frequency, correlation degree and time order were counted, and then the behavior conversion frequency table and adjusted residual table were generated combined with GSEQ software. Based on the significant behavior sequence, the independent and cooperative learning behavior path maps are drawn to present the students’ behavior characteristics, stage results and cognitive process. In terms of behavior data, cooperative forms are richer than independent forms, and can promote multi-party communication. In the path structure, both of them present a network structure, and group learning can stimulate individual engagement and contribution. In terms of achievement transformation, collaborative form has more output than independent form, and is more conducive to the construction of “four in one” learning community. In practice, the article puts forward some suggestions, such as using learning behavior path map to help solve teaching problems, improve learning investment and grasp the law of “teaching-research”.更多还原