本科生科研训练是大学实现科研育人的重要举措，也是高等教育培养创新型人才的重点工作。现阶段，本科生多以团队形式参与到科研训练当中，在团队合作中实现科研成果的产出并达到个人能力和品质的增值。但在团队整体评价之下，不同成员由于其角色的差异性可能存在收获的不同，而这种不同可能会影响本科生科研训练的成效以及高校科研育人的质量。基于对以往研究的回顾，本研究采用社会网络分析的研究范式，选取了一个参与国家级大学生创新创业训练项目的一个本科生团队，对其中的角色与收获进行个案研究。

研究发现：在本科生科研训练过程中出现了四种学生角色：双重角色、任务专家角色、服从参与角色和非参与型角色。角色生成的影响因素可以分为任务、情感和个体三个维度，而四种角色的产生是三个不同维度的因素相互作用的结果。双重角色成员承担高重要性和创新性的核心工作，在项目开始前就有较好的人际关系基础，进程当中注重建立起新的人际关系，较为外向、健谈的个人性格特质也让他们在项目中更加稳定地成为任务与情感的双重核心。任务专家角色虽然关注科研任务的进展和质量，但疏于与团队中其他成员建立和情感联系，仅建立任务合作关系。非参与型角色大多承担工具性和边缘化的任务，且不具有较好的人际关系基础，同时由于个人内向、寡言的性格特质和人际交往的惰性而疏于与其他成员交往。服从参与角色虽然与非参与型角色承担相似性质的任务，并具有类似的人际关系基础，但因其较好地发挥主观能动性而在团队当中得到了更好的任务收获和情感支持。学生角色对学生收获的影响一方面体现在因角色之间的异质性而带来的学生收获的多样性。但另一方面学生也因为其在团队社会网络当中所处的不同位置而产生了各个方面收获的不平等。

基于此，研究建议：本科生科研训练的指导教师在完成结果性评价的同时也应当注重过程性评价，科研训练的管理教师应当促进管理体系的进一步优化，而本科生自身应当端正自己参与科研训练的心态，并注重对自身科研素养的锻炼。

Undergraduate research training is an important approach for universities to realize its functions, and it is also the key work of cultivating innovative talents in higher education. At present, undergraduates mostly participate in research training by teams in order to generate the output of research and the cultivation of ability and quality in team cooperation. However, under the overall evaluation of the team, different members may have different gains due to their different roles, which may affect the effectiveness of undergraduate research training. Therefore, this study adopts social network analysis to an undergraduate team participating in the National College Students' Innovation and Entrepreneurship Training Program, and conduct a case study on the roles and gains.

Research findings: there are four kinds of student roles in the process of undergraduate research training—dual role, task expert role, obedience participation role and non-participation role. The influencing factors of role generation can be divided into three dimensions: task, emotion and individual factors, and the generation of four roles is the result of the interaction of them. Members with dual roles undertake the core task of high importance and innovation. They have a good foundation of interpersonal relationship before the project. In the process, they pay attention to establishing new interpersonal relationships. Being more outgoing and talkative personal personality also makes them more stably undertake the dual core of task and emotional relationship. Although the task expert members also pay attention to the progress and quality of scientific research tasks, they neglect to establish ties with other members of the team. Non-participative roles mostly undertake instrumental and marginalized tasks, and do not have a good foundation of interpersonal relationship. At the same time, they neglect to communicate with other members due to their introverted and silent personality. Although obedient participatory roles and non-participative roles undertake similar tasks and have similar interpersonal relationship foundation, they get better gains and emotional support in the team because they give better bring out their initiative. On the one hand, the impact of students' roles on students' gains is reflected in the diversity of students' gains caused by the heterogeneity among roles. But on the other hand, students also have unequal gains because of their different positions in the team social network.

Based on this, this study suggests that while completing the result evaluation, the instructors of undergraduate research training should also pay attention to the process evaluation. The administrative teachers of research training should promote the further optimization of the management system. The undergraduates themselves should also be more positive when participating in research training and pay more attention to the cultivation of their own scientific research competence.