【摘要】 基于对20位大学研究生导师的深度访谈，从意义建构视角对导学共同体的形成机制进行分析，发掘出“导学环境”“认知建立”等五个主范畴及范畴之间的逻辑关系，构建了导学共同体的形成机制模型。研究发现：受到内外部环境的影响，导师在指导过程中会将意义建构于认知行为上，从而确保指导关系的形成和良性发展；导师在认知建构的过程中使对学生的意义给赋的重点发生了变化，促使意义给赋的重点转移到文化宣贯和科研指导上，形成了导学共同体雏形；导学共同体雏形的形成使师生交往方式发生了变化，导师在认知调整的过程中将意义给赋的重点进一步调整到总结经验和沉淀上，最终实现导学共同体优化。为更好地构建导学共同体，应当重视意义行为，增加师生深层互动，构建“社会-高校-导师”三者协同机制。更多还原

【Abstract】 Based on in-depth interviews with 20 university mentors, this study analyzes the formation mechanism of the guided learning community from the perspective of meaning construction. Five main categories, including “guided learning environment” and “cognitive establishment”, and their logical relationships are explored, and a model of the formation mechanism of the guided learning community is constructed. Research has found that, influenced by internal and external environments, mentors construct meaning on cognitive behavior during the guidance process, thereby ensuring the formation and healthy development of the guidance relationship; In the process of cognitive construction, mentors have changed the focus of assigning meaning to students, shifting the emphasis to cultural promotion and scientific research guidance, forming the embryonic form of a guided learning community; The formation of the prototype of the guided learning community has brought about changes in the way teachers and students interact. In the process of cognitive adjustment, mentors have further adjusted the focus of meaning to precipitation and summarizing experience, ultimately achieving the optimization of the guided learning community. To better build a guided learning community, we should attach importance to meaningful behavior, enhance deep interaction between teachers, and build a collaborative mechanism among society, universities and teachers.更多还原