【摘要】 联通主义学习支持多样的角色和主体。分析学习者角色转换过程，有助于深入理解联通主义学习情境下问题的解决过程，提升对互联网时代学习规律的认识。然而当前有关联通主义学习情境下学习者角色的研究主要聚焦在理论框架、概念模型以及交互行为上，对于学习者在问题解决过程中角色的转换特征鲜有深入的探讨。基于联通主义教学交互模型和问题解决过程，可将联通主义学习情境下的学习者角色划分为规则迷茫者、信息探索者、话题启发者、信息连接者、讨论协商者、信息鉴别者、反思总结者、规则解答者、方案构建者9类。以此为角色编码框架，结合滞后序列分析法对一门cMOOC的交互文本进行分析发现：联通主义学习情境中，讨论协商者、话题启发者、信息连接者是学习者问题解决时出现频率较高的角色；同一学习者角色存在多种转换路径，话题启发者和方案构建者是最能体现这一转换特点的两类学习者角色；不同学习阶段中，学习者角色转换路径既有共性又有差异，共性在于规则迷茫者和规则解答者之间始终存在着角色转换，而信息探索者、讨论协商者、方案构建者等在不同学习阶段有不同的转换方向。后续可进一步关注学习者在问题解决过程中的个体差异，探讨自动化编码工具的有效性，为相关课程的设计和开发提供参考。更多还原

【Abstract】 Connectivist learning supports a variety of roles and subjects. Analyzing the process of learner role transition can contribute to a deeper understanding of problem-solving processes in connectivist learning and enhance the knowledge of learning patterns in the Internet age. However, current researches on learner roles in connectivist learning primarily focus on theoretical frameworks, conceptual models and interaction behaviors, but few in-depth exploration of the characteristics of role transition during problem solving. Based on the connectivist teaching interaction model and the problem-solving process, learner roles in connectivist learning context can be categorized into nine types: rule-confused learners, information explorers, topic initiators, information connectors,discussion negotiators, information evaluators, reflective summarizers, rule-answering learners and solution constructors. Based on this role-coding framework and applying lag sequential analysis to the interaction texts of a cMOOC course, the study found that in connectivist learning context, discussion negotiators, topic initiators, and information connectors are the roles that appear most frequently during problem solving. The same learner may transition through various role paths, with topic initiators and solution constructors best exemplifying this transition characteristic. The study also revealed that there are both commonalities and differences in the role transition paths across different learning stages. The commonality lies in the constant role transition between rule-confused learners and rule-answering learners, while roles such as information explorers, discussion negotiators and solution constructors exhibit different transition directions at various learning stages. Future studies may further explore individual differences in learners’ problem solving, investigate the effectiveness of automated coding tools, and provide references for the design and development of related courses.更多还原