* ( 875) CSCL - - 2-33 - ; ; ; ; G42 A [ ] 672 8(23)3 6 7 Web 2. SNA [4] : [] - 2- (mode) 2 [2] (http://lcell.bnu.edu. cn) - 2-2- - ( Social Network Analysis SNA) - (bipartite matrix) 2 3 - [5] [3] ( ) ( K- K- ) [6] [7] [8] : [9] []??? [][2]?? * : 22 ( :2YJC887) 7
荨荨 23 3 26 84% [3] [4] 86%( [6] 27 ) Excel [7] 27 [8] 2 [9] K2 [2] ; Google group+ 5 Gmail [2] 2 fxljwcy 3E [22] 2 2 fxljzrh 2D [23] 3 2 fxzphjf 3D 35 25 fxfgwyn B 3. SNA () 2- - - Excel 27 2 2-2- 3 2-2 2- - 2-2 22 23 24 25 fxdgzyy 2 2 5 fxydylf 4 6 fxthzh 2 ( ) fxzpgyq 22 3~4 33 2 3 2-2 22 23 24 25 fxdgzyy (http://lcell.bnu.edu.cn) fxydylf fxthzh 33 5 fxzpgyq ( ) Draw 2. ( ). 33 fxydylf fxdgzyy 2 5 2- Ucinet 6. Data>Affiliations - 35 35 4 ( ) Excel 27 UCINET 6. Net- 2. 4 - fxdgzyy fxydylf Fxthzh fxzpgyq fxdgzyy 3 2 38 38 fxydylf 2 35 fxthzh 4 Gu- nawardena fxzpgyq 8
2- Ucinet 6. (bipartite matrix) ( - )( ) ( 4. ) - UCINET 6. NetDraw 2. [2] 5 4 4 - ( - - ) 5 fxdgzyy fxydylf fxthzh fxdgzyy fxydylf fxthzh fxzpgyq (2) - 2-2 - Excel 27 35 2 6-2- 2 35 3 2-2 22 fxzpgyq 2 22 25 25 ( ) UCINET 2-( 2) NetDraw>File>Open>UCINET dataset>2-mode Network 2- ( ) 5 6-2- A B C D fxdgzyy 3 fxydylf 2 8 fxthzh 6 E 2A 3 2B (3) - 2- - Excel 27 7-2- 2C 4 2 fxzpgyq 2D 9 2 3B 3C 3D 3E 6 8 35 27 - - 2-2- 7-2- fxdgzyy fxydylf fxthzh fxzpgyq 2 2- - NetDraw> File>Open>UCINET dataset> Network 3 9
荨荨 fxydylf fxdgzyy fxdgfyh fxzpxy fxzpyj ktzd2 fxthzfr fxxmym 2- - (Multi Dimensional ScalingMDS) ktzd ktzd2 4 35 8 2- - 2- - 2- - 2- - fxdgzyy 27 3 fxmslxd 3 9 fxflwyj 8 7 fxfgyl 3 fxydylf 22 37 fxzpxy 3 25 fxljwcy 8 4 fxljfwh 3 4 fxthzh 2 fxmszcx 2 9 fxxmyxz 8 fxljly 3 4 fxydzy 2 5 FX- THzxx 2 fxljwq 7 4 ktzd2 3 24 fxfgwyn 8 fxzpyj 2 25 fxljzrh 6 4 fxthzfr 2 2 fxmswyz 8 6 fxbyzp FXXMztt 6 fxljxj 4 23 3 26 3 4 MDS ( ). (9 ) (9 ) (7 ) (7 ) (5 ) UCINET Network>Centrality>Degree 2 2-8 2- fxdgzyy fxydlf fxthzh fxydzy fxfgwyn fxmswyz fxmswh fxdgfyh fxxmym fxmslxd 6 4-8 - fxydzy ktzd 5 fxmswh 7 9 fxbyzh 8 fxfgcm 5 fxydwgx 4 fxdgfyh 6 3 fxmszgx 9 fxzphjf 5 4 fxzpgyq 4 fxxmym 5 8 ktzd 9 44 fxflsh 4 7 6 - UCINET Network>Centrality>Degree 7-5 3 B 23 2D 24 3D 6 ( ) 5 2
Betweenness Betweenness Betweenness fxydzy 89.25 fxdgfyh 23.967 fxthzfr 7.345 ktzd 69.7 ktzd2 22.578 fxxmym 4.95 fxdgzyy 39.22 fxzpxy 6.35 fxbyzh 4.95 fxydylf 35. fxzpyj 6.35 fxmswyz 4. 6 9 (cliques) UCINET fxmswh (9) fxmswyz (9) ( ) Network>Subgroup>Cliques - fxdgfyh(8) fxydylf(8) fxmszcx(8) ( 4) 9 9 fxdgzyy fxydzy 2 fxydylf fxzpyj fxzpxy ktzd ktzd2 ; 7 fxydzy(3) fxdgzyy(2) fxdgfyh() fxmswh() :fxdgzyyfxydzyfxzpxyfxzpyj ktzd fxljwcyfxljwqfxljzrhfxzp- fxmswyz() hjffxljfwhfxljly ktzd2 fxljxjfxydwgxfxzpgyq 2:fxdgzyyfxydylffxydzyfxdgfyhfxzpxyfxzpyj ktzd ktzd2 ktzd2 3:fxdgzyyfxydylffxydzyfxdgfyhfxxmymfxzpxyfxzpyjfxbyzhktzd 4 : fxdgzyyfxydylffxydzyfxmswyzfxmswhfxdgfyhfxmslxdfxmsz - fxmszgx ktzd 5:fxdgzyyfxydylffxydzyfxmswyzfxdgfyhfxxmymfxbyzh ktzd 9 - - 6:fxydylffxthzhfxydzyfxfgwynfxdgfyhFXTHzxx ktzd fxfgcm- fxmswh 9 fxxmym 6 fxxmyxz 5 7 fxljzrh 3 2 fxmswyz 9 fxbyzp 6 8 fxflwyj 4 6 fxljfwh 2 2 fxdgfyh 8 FXTHzxx 6 8 fxljwq 4 6 fxljly 2 2 fxydylf 8 fxzpyj 6 8 FXXMztt 4 5 fxthzfr 2 fxmszcx 8 7 fxbyzh 6 7 ktzd 4 4 fxljxj fxzpxy 8 7 fxljwcy 6 4 fxzphjf 3 5 fxydwgx fxydzy 7 3 fxdgzyy 5 2 fxfgcm 3 4 fxzpgyq fxmszgx 7 6 fxmslxd 5 9 fxflsh 3 3 ktzd2 fxthzh 6 fxfgwyn 5 7 fxfgyl 3 2 fxfgyl ktzd2 fxthzfr 7:fxydylffxydzyfxdgfyhfxxmymfxzpxyfxzpyjfxbyzpfxbyzhktzd fxxmyxzfxxmzttfxthzfr 8:fxydylffxydzyfxdgfyhfxzpxyfxzpyj ktzd ktzd2 fxthzfr 9:fxdgzyyfxydylffxydzyfxmswyzfxxmymfxbyzhfxflwyjfxflsh 2. ( ) 7 - ( 4) UCINET Network> Centrality>FreemanBetweenness>NodeBetweenness 2 2 ( 2 ) ( ) (factions) (co-occurring) 2- [2] - 2
荨荨 23 3 26 UCINET Network>2-Mode ( 2A 2B ) ( 2D ) Networks>Categorical/Core-Periphery - ( 3D ) - 2- - 2-.72 ( ) fxdgzyy fxydylf fxthzh fxydzy fxfgwyn fxmswyz fxmswh fxmslxd fxxmym 2B 2D 3D [24] (2B) (2D) (3D) - 2-.58-2- 2 fxdgzyy fxydylf fxthzh fxydzy fxfgwyn fxmswyz fxmswh fxdg 9 23 fyh fxxmym fxmslxd fxzpxy fxmszcx fxzpyj (factions) ( ) - 2- UCINET Networks>Subgroups>Factions Number of blocks 8 8 (cliques) (factions) : fxmswhfxljzrhfxzphjffxfgylfxljly _ fxydzy fxdgzyy fxydylf fxdgfyh _ fxzpxy fxzpyj ktzd ktzd2 2: ktzd FXXMzttfxljxjfxzpgyq _ _ fxmswyz fxthzh fxfgwyn 3: fxydylffxxmymfxzpxyfxbyzpfxthzfr _ fxmswh _ 4: fxthzhfxthzxxfxbyzhfxfgcm _ 5: fxdgzyyfxydzyfxdgfyhfxflwyj _ ( ) 6: fxmswyzfxmslxdfxzpyjfxmszgxfxljwq _ _ ( ) 7: fxfgwynfxmszcxfxljwcyfxflsh _ - - - 8: fxxmyxzfxljfwh ktzd2 fxydwgx _ _ ( ) (factions) ( B ) 22
[2]. [J]. 29(2):5-. [3]. [J]. - 2-29():54-58. [4]. [J]. 23(2):35-43. [5. [J]. 2(3):4-2. [ ] []. [J]. 29(9): 65-69. [2] [J]. 26() :3-35.. [9]. [J]. [J]. 29(): 47-53. 2():49-6. [3]. [J]. [2]. [J]. 2(2):7-2. 29(8):43-47. [4]WassermanS. FaustK.Social Network Analysis:Methods and Applications [M].CambridgeU.K.:Cambridge University Press994. [2]. [J]. 2 (): 37-4. [5]. [M]. : 24. [22]. [6]. : [J]. [J]. 27(8): 2(2):68-7. 3-7. [23]. [J]. [7]. [J]. 2(7) :23-29. 22(6):3-38. [24]Hollan J. Hutchins E. & Kirsch D. Distributed Cognition: Toward [8]. a New Foundation for Human computer Interaction Research. In [J]. 23(): Carroll Human Computer Interaction in the New Millennium New 38-44. York: ACM Press2: 75-94. [9]. [J]. 28(5):49-53. [ ] []. [J]. 2(7):86-9. [] 29(2):26-29. [6]. [J]. 26():27-3. [7]. [J]. 28():74-79. [8]..[J]. ; 2 ; 2 The Social Networ k Analysis of Teacher s Online Collabor ative Lesson Planning Chen Ling Wang Bingjie & Liu Yu (School of Educational Technology Beijing Normal University Beijing 875) Abstract Social network analysis has been attracting more and more people s attention especially in the areas of CSCL and teacher s profession development. Based on related literatures it is found that previous studies mainly focus on -mode social network analysis. However in this study -mode and 2-mode social network analysis are applied synthetically to analyse the online interaction among 33 Chinese teachers from different primary schools in Feixi county Anhui province aiming to develop their instructional design skills by focusing on collaborative lesson planning supported by learning cell system. By analyzing the structure centrality cohesive subgroups core/periphery and fraction of the social network the characteristics of participation in collaborative lesson planning are revealed at both group level and individual level especially the features of individual participation knowledge co-construction stage distribution and the topic distribution. Finally some conclusions and suggestions are provided for designing follow-up online collaborative lesson planning activities. Keyw ords Collaborative lesson planning; Online teaching and research; Social network analysis; Online interaction; Learning cell;collaborative knowledge building :23 3 2 : 23