【作 者】：
王 云， 李志霞， 白清玉， 姚海莹
【关 键 词 】：
在线讨论； 动态学习情绪； 认知行为； 滞后序列分析
【栏 目】：
课程与教学
【中文摘要】：
在线讨论作为在线学习的重要组成部分，其产生的文本数据可以反映学习者的认知水平、互动质量以及情绪状态。学习情绪影响认知行为，从而影响学习成效，研究学习情绪和认知行为之间的关系非常重要。文章基于Harris等人的情绪分类法和蔡今中的认知分类体系，使用内容分析法和滞后序列分析法研究学习者的动态学习情绪、认知行为序列模式以及学习情绪和认知行为之间的关系。研究表明：困惑情绪和消极情绪会转化为积极情绪，但是中性情绪不会转化为积极情绪；学习者倾向于呈现描述行为和推断或解释行为，且认知行为序列模式具有渐进性特征；描述行为会引发消极情绪，比较行为、推断或解释行为会引发积极情绪。教师可根据学习者的行为转换情况进行适当的指导和干预，以提升学习者的学习效果。
【英文摘要】：
As an important part of online learning, the text data generated by online discussion can reflect learners' cognitive level, interaction quality and emotional state. Learning emotion affects cognitive behavior, which in turn affects learning outcomes. It is very important to study the relationship between learning emotion and cognitive behavior. Based on Harris et al. 's emotional taxonomy and Cai Jinzhong's cognitive classification system, this paper adopts content analysis method and lag sequence analysis method to study learners' dynamic learning emotion, cognitive behavior sequence pattern and the relationship between learning emotion and cognitive behavior. The study shows that confusion and negative emotions can be converted into positive emotions, but neutral emotions are not converted into positive emotions. Learners tend to present descriptive behaviors and infer or explain behaviors., and the cognitive behavior sequence patterns are progressive. Describing behaviors trigger negative emotions, while comparing, inferencing, or explaining behaviors trigger positive emotions. Teachers can provide appropriate guidance and interventions according to their behavior transformation so as to improve learners' learning effect.