新冠疫情的大规模爆发给人们的生产生活都带来较大的影响，但也从一定程度上促进了在线教育事业的快速发展。与此同时，随着现代教育理念的渗透和教育教学模式的转变，如何能更好的引导学习者培养问题解决的高阶能力，生产新的知识，成为当前时代的新诉求，项目式学习则作为一种有效途径活跃于人们的视野中。伴随着大数据、人工智能等新兴技术的飞速发展，对于学生学习行为数据的捕获能力不断增强，学习行为分析的研究也日益深入，如何能够更有效的利用教学行为数据，进一步促进学习的发生更是当前值得探讨的重要话题。

后疫情时代大规模在线教育的广泛开展给广大教师和学生带来了巨大的挑战。受到疫情影响，学校被迫关停，传统的面对面教学被打破，教师和学生都处在了相对分离的空间。原本教师可以通过学生听讲后的反应，如点头，皱眉等动作和神态实时了解学生的学习情况，如今却无法做到。对于无法保障实时面对面交流的情况下，教师则需要根据学习者更多的行为来判断学习者的学习进况。行为序列概念的引入为在线项目式学习行为的分析提供了新思路。因此，本研究以行为序列为切入点，聚焦以下两个问题：1.在线项目式学习的行为要素有哪些，如何构建在线项目式学习的行为分析框架？2.在线项目式学习的行为序列特征是什么？

为了解决上述两个研究问题，本研究按照理论与实践相结合的思路，综合运用课堂观察法、系统论方法以及滞后序列分析法等研究方法，展开了以下两方面的研究：

首先，注重对项目式学习和行为序列的概念辨析，剖析在线项目式学习中的行为要素，这里既是本研究的理论基础和逻辑起点，更是在线项目式学习行为分析框架不同于传统课堂行为分析框架的核心之处。接着，以系统论的方法将在线项目式学习看做是一个整体，以弗兰德斯互动分析系统为基本框架，融合进入协同知识建构的相关编码维度，构建出在线项目式学习行为分析框架。

随后，借助提出的在线项目式学习行为分析框架，以案例分析的形式对以北京师范大学主办的“2020年全球未来教育设计大赛”的参赛小组进行实证研究，探索在线项目式学习的行为序列特征。发现在线项目式学习前、中、后期教师均以“讲授解说-指示”行为为主。学生行为在前期以“发表观点-解释说明”和“无关话题-无关话题”行为为主，中期以“发表观点-解释说明”和“反思-修改”行为为主，后期以“反思-修改”和“管理-管理”行为为主。并为未来教师设计在线项目式学习课程提出建议。

The outbreak of COVID-19 has brought a greater impact on people's production and life, but it has also promoted the rapid development of online education to a certain extent. At the same time, with the penetration of modern educational concepts and the transformation of education and teaching models, how to better guide learners to cultivate high-level problem-solving abilities and produce new knowledge has become the new demand of the current era. Project-based learning is Active in people's vision as an effective way. With the rapid development of emerging technologies such as big data and artificial intelligence, the ability to capture student learning behavior data has been continuously enhanced, and the study of learning behavior analysis has become more and more in-depth. How to use teaching behavior data more effectively to further promote learning It is an important topic worth discussing at present.

The widespread development of large-scale online education in the post-epidemic era has brought huge challenges to teachers and students. Affected by the epidemic, schools were forced to shut down, traditional face-to-face teaching was broken, and teachers and students were in a relatively separate space. Originally, teachers could understand students' learning situation in real time through students' reactions after listening, such as nodding, frowning and other movements and expressions, but now they can't do it. For situations where real-time face-to-face communication cannot be guaranteed, teachers need to judge learners' learning progress based on more behaviors of learners. The introduction of the concept of behavior sequence provides new ideas for the analysis of online project-based learning behavior. Therefore, this research takes the behavior sequence as the starting point and focuses on the following two questions: 1. What are the behavioral elements of online project-based learning, and how to construct a behavioral analysis framework for online project-based learning? 2. What are the behavior sequence characteristics of online project-based learning?

In order to solve the above two research problems, this research is based on the idea of combining theory and practice, comprehensively using classroom observation method, system theory method and lag sequence analysis method and other research methods to launch the following two aspects of research:

First, focus on the conceptual differentiation of project-based learning and behavioral sequences, and analyze the behavioral elements in online project-based learning. This is not only the theoretical basis and logical starting point of this research, but also that the online project-based learning behavior analysis framework is different from traditional classroom behavior analysis. The core of the framework. Then, the online project-based learning is regarded as a whole in the method of system theory, the Flanders interactive analysis system is used as the basic framework, and the relevant coding dimensions of collaborative knowledge construction are integrated to construct an online project-based learning behavior analysis framework.

Subsequently, with the help of the proposed online project-based learning behavior analysis framework, an empirical study was conducted on the participating teams of the "2020 Global Future Education Design Competition" hosted by Beijing Normal University in the form of case analysis to explore the behavioral characteristics of online project-based learning . It is found that teachers before, during and after the online project-based learning are mainly based on the behavior of "teaching explanation-instruction". The behavior of students in the early stage is mainly based on the behaviors of "publishing opinions-explanations" and "irrelevant topics-irrelevant topics", in the mid-terms mainly the behaviors of "publishing opinions-explanations" and "reflection-modification", and in the later stages "reflection-modifications" And "management-management" behavior. And make suggestions for future teachers to design online project-based learning courses.