借助开放、平等的互联网环境，群体协同促使不同领域、不同层面、不同地点、不同时间的学习者参与知识分享与共建，这一思想已经在经济学、管理学、互联网领域得到了大量应用。随着Web2.0思想和技术的不断发展，越来越多的研究者关注如何利用技术促进群体交互，构建集体智慧。阅读教学也开始从只关注课堂和课文，逐渐开放到关注课堂内外、关注群体多方互动上来。因此，如何将群体协同思想与阅读教学实践结合起来，促进阅读教学中人、资源、技术之间的协同发展，是本研究的主要目标。本研究在连通主义、分布式认知理论、儿童思维发展新论等理论的指导下，聚焦于如何利用群体协同的思想开展阅读教学，发挥网络环境的优势，汇聚群体智慧，提高学生阅读能力。围绕这一目标，开展了三方面的研究内容：（1）群体协同学习内涵、特征与结构框架的研究；（2）网络环境下群体协同阅读教学模式研究；（3）网络环境下群体协同阅读教学的设计型实施与模式修正。首先，本研究通过理论演绎的方法，从“个人-群体”和“计划-自组织”两个维度对众多群体学习的相关概念进行了梳理。在此基础上，对计算机支持的协作学习和虚拟学习社区两类典型群体学习的形式、内涵进行了对比，得出本研究中群体协同学习的定位和基本特征。随后，本研究对虚拟学习社区、群体智能、经济学中的知识网络三类群体组织形式的组成要素进行了分析，进而提出了由社会人际网络、知识（资源）网络、技术网络、群体学习活动四个要素组成的群体协同学习的结构框架。其次，在群体协同学习内涵和结构框架的指导下，从教学内容、学习过程、技术支持的学习活动三个方面来构建群体协同阅读教学模式。网络环境下的群体协同阅读教学以认知性阅读、审美性阅读、应用性阅读三大层次的阅读能力为教学内容，围绕分享传播、对话交流、协作建构、群智汇聚四个群体协同学习的过程，在学习元平台的支持下开展相应的学习活动。最后，本研究在小学五年级网络班中开展了三轮设计型的实施，通过内容分析、社会网络分析方法对每一轮群体协同阅读教学的知识建构水平、学生阅读能力层级、社会网络分析三方面的效果进行了分析。第一次实施主要验证了教学模式的有效性，发现了分享阶段和知识管理方面存在的问题。第二次实施在解决已有问题的基础上，侧重于促进群体协同阅读的广度，并对教学模式进行了修正。第三次实施通过有针对性的阅读活动设计，促进群体协同阅读的深度发展，在此基础上完善了教学模式。活动结束后，还对学生进行了问卷调查，了解学生对群体协同阅读教学活动的态度、习惯、作用等方面的看法。研究结论表明，本文提出的群体协同阅读教学模式能够促进学生阅读能力发展，对构建群体智慧和丰富的社会认知网络具有明显的效果。本研究形成了对群体协同学习内涵、特征和结构框架的深入理解，构建了有效的网络环境下的群体协同阅读教学模式，丰富了实践应用，还为语文阅读资源的共建共享提供了新思路。研究创新体现在三个方面：（1）理论上，在分析群体协同学习的内涵、特征和结构框架的基础上，针对阅读教学的特点，构建了网络环境下的群体协同教学模式，既为阅读教学理论注入了新的内容，又拓展了群体学习理念的运用领域。（2）实践上，从阅读教学的角度对群体协同阅读教学开展的方法和技术进行细化，提供了语文阅读学习资源共建共享的新思路，为一线教学提供直接指导。（3）研究方法应用上，本研究并没有过多的从语文能力角度来进行验证和分析，而是着眼于整个群体互动的深度和广度，分析活动过程中群体的知识建构水平、学生阅读能力水平和网络互动关系，这对网络环境下的混合式语文学习研究提出了新的方法应用参考。

In the open and equal internet environment, mass collaboration involves different people from different place participating in knowledge sharing and construction at different time, which has applied to the areas of Economic, Management and Internet. With the development of Web2.0, there are more and more researches focus on how to use technology to promote interaction in a group. As for Chinese reading instruction, there are many efforts on making reading happen inside and outside of class and enhancing collective interaction. This study focuses on integrating the collective wisdom and reading ability to promote the synergistic development of human beings, resources and technologies.Based on the theory of Connectivism, Distributed Cognition, Synergy and New Theory of Children Thinking Development, we mainly study how to use the idea of collective synergy to improve the students’ reading ability, while making fully use of favorable factors in the network environment and bringing together the collective wisdom. This research explores three issues, which are (1) The connotations and structural framework of Collective Synergistic Learning. (2) The research of Collective Synergistic Model for reading instruction in the network environment; (3) Design-based implementation and revision of Collective Synergistic Reading Instruction Model in the network environment.Firstly, by using theoretical interpretation, we illustrate the most concepts of collective learning from individual-collective level and planned-self organized views. Based on the comparison of Computer-Supported Collaborative Learning and Virtual Learning Community, we define the connotation and characteristics of Collective Synergistic Learning. Subsequently, we give the structural framework of Collective Synergistic Learning through analyzing the elements of Virtual Learning Community, Swarm Intelligence, and Knowledge Network, which includes social network, knowledge (resource) network, technology network, and collective learning activities.Secondly, based on the connotation and structural framework of Collective Synergistic Learning, we build a Collective Synergistic Reading Instruction Model from learning content, learning process, technical-supported learning activities. In this model, we take cognitive reading, aesthetic reading and application as learning contents, which are implemented through processes of sharing, communication, collaborative knowledge building and convergence of collective wisdom based on the LearningCell platform.Finally, we carry out three-round designed-based experiments in a class of the fifth grade in the network environment. The analysis methods for content and social network are used to find out the level of collective knowledge building, the students’ reading ability hierarchy and the human network. In the first round, we mainly verify the effectiveness of the model. Meanwhile, we have found and located the problems of sharing and knowledge management. In the second round, based on solutions to the existing problems, we focus on the breadth of the collective synergistic reading and the revision of the instruction model. In the last round, we promote the depth of collective synergistic reading through specific reading activities, on the basis of which, the instruction model is further improved. After the three-round experiments, a student survey is carried out, from which we understand the students’ opinions about Collective Synergistic Reading Instruction Model. Results show that the Collective Synergistic Instruction Model has a significant effect on building and developing the collective wisdom and social cognition network, as well as improving students' reading ability. In this study, we give an exhaustive understanding of the connotation, characteristics and structural framework of Collective Synergistic Learning. We build an effective Collective Synergistic Reading Instruction Model in the network environment, from which we develop new practical applications and new ideas for co-construction and sharing of reading resources. Three aspects of innovation are reflected as follows: (1) Theoretically, based on the connotation, characteristics and structural framework of collective synergistic learning, we build a Collective Synergistic Reading Instruction Model for Chinese reading in the network environment, which has not only injected new content into the reading instruction theory, but also expanded the practical field of collective learning. (2) Practically, we refine the methods and techniques of collective synergistic reading instruction in the views of reading instruction, which provide new ideas for co-construction and sharing of Chinese reading resources and provide direct guidance for teaching. (3) As for the application of research methods, instead of detailed verifications and analysis on reading proficiency, this study focuses on the depth and breadth of the collective-level interactive network and knowledge building, which present a new practical reference to blending reading instruction and learning in the network environment.