在联通主义资源观的指导下，学习者在 cMOOC 中不断开展着基于各类资 源丰富的使用行为。与此同时，作为联通主义学习理论的重要学习结果，学习 者的概念网络也在参与 cMOOC 的过程中不断生成。这给联通主义研究领域提 出了新的研究问题，即 cMOOC 中学习者资源使用行为如何影响其概念网络。 而对这一总问题的回答又建立在对资源使用行为和概念网络两者的动态化描述 性统计上。这一影响机理的揭示不仅能够填补联通主义学习理论体系在此方面 的空白，也有助于为学习者的不同概念网络生成提供资源使用视角上的支持。 为此，本研究通过从内涵性的角度划分资源使用行为（预设性资源、推荐性资 源、成果性资源和交互性资源的点击、点赞、发布、回应和评论行为），对 cMOOC 平台中 61496 条行为源数据刻画出各类资源使用行为演化过程并运用滞 后序列分析法分析其演化规律，从而动态化描述学习者资源使用行为。然后， 本研究通过划分概念网络属性（概念广度、概念厚度、概念强度和概念深度）， 对 cMOOC 平台中 544073 字文本内容运用 LDA 法和认知参与度评定框架测量 “四度网络”，刻画处各类概念网络属性演化过程并运用滞后序列分析法分析其 演化规律，从而动态化描述学习者概念网络水平。在此两者基础上，本研究运 用分层回归分析方法，揭示各类资源使用行为对概念网络的不同影响关系。 研究发现，对于资源使用行为的演化而言，预设性资源使用行为存在降势 现象，即预设性资源使用行为的整体演化过程呈现下降趋势；生成性资源使用 行为存在谷峰现象，即推荐性资源、成果性资源和交互性资源的各类使用行为 演化过程均在课程前中期攀登到谷峰；各类资源使用行为出现“9 周回升”现 象，即各类资源使用行为演化过程均在课程结束前 1-2 周突然回升；学习者具 有多元的资源使用行为模式，包括学习者特定资源的偏好模式、特定资源间的 转化模式、特定行为的偏好模式、特定行为间的转化模式和特定资源到行为的 转化模式等几类典型行为模式。对于概念网络的演化而言，四类概念网络属性 存在前中期爬升现象，概念广度、概念厚度、概念强度和概念深度在第三到四 周爬升到谷峰；而且学习者概念网络发展平稳，只呈现出概念厚度和概念深度 的自身显著性转化，不存在跨概念网络特征的显著性转化。对于资源使用行为 对概念网络的影响而言，预设性资源对概念网络的影响存在上限效应，当预设 性资源使用行为超出阈值后对概念网络无显著性影响；生成性资源的非功利化 和混合行为可积极影响相应概念网络，包括推荐性资源的点击行为对概念广度 和概念深度的积极影响，推荐性资源的评论行为对概念广度的积极影响，成果 性资源的点击行为对概念广度、概念厚度和概念强度的积极影响，成果性资源 的发布行为对概念厚度、概念强度和概念深度的积极影响，以及交互性资源的 评论行为对概念深度的积极影响；生成性资源的功利化行为还会消极影响相应 概念网络，包括推荐性资源的点赞行为对概念广度的负向影响，交互性资源的 点赞行为对概念广度、概念强度和概念深度的负向影响，以及交互性资源的回 应行为对概念深度的负向影响。 结合自然选择理论的基本思想对资源使用行为和概念网络演化结果讨论后， 以及结合功利与非功利学习思想对资源使用行为对概念网络影响结果讨论后， 本研究综合得出了预设性资源使用行为因熟悉度提升呈降势演化、生成性资源 使用行为因联通理念引导呈演化谷峰、课程证书激励难缓中后期因新奇效应的 演化回落、资源使用行为丰富的遗传与变异可支持演化改善、联通学习理念及 其实践总体利于概念网络平稳发展、预设性资源超出使用阈值后难以继续提升 概念网络、同一生成性资源的不同使用行为对概念网络的影响大相径庭、生成 性资源的非功利使用行为积极影响概念网络、生成性资源的功利使用行为消极 影响概念网络、生成性资源的合理混合使用行为可积极影响概念网络等十条基 本结论。并基于以上结论，结合目前 cMOOC 建设现状，综合提出了设计对预 设性资源交互的引导机制、转变课程促进学生学习的评价方式、注重课程中后 期的学习支持服务、促进生成性资源的非功利化使用行为、探索生成性资源的 合理混合使用行为等五条建议。本文的研究结果进一步发展了联通主义学习理 论对资源使用行为与概念网络的认识，希望本研究对两者影响关系的揭示以及 演化过程的刻画能为 cMOOC 的优化和学习者的发展提供支持。

Under the guidance of the connectionist view of resources, learners continue to carry out resource-rich use behaviors in cMOOC. At the same time, as an important learning result of connectionist learning theory, learners' conceptual networks are also constantly generated in the process of participating in cMOOC. This raises a new research question in the field of connectivism, that is, how learners' resource use behavior affects the conceptual network in cMOOC. The answer to this general question is based on the dynamic descriptive statistics of resource use behavior and conceptual network. The revelation of this influence mechanism can not only fill the gap of connectionist learning theory in this respect but also help to provide support from the perspective of resource use for learners' generation of different concept networks. To this end, this study depicts the evolution process of various resource use behaviors and analyzes their evolution rules by using the lag sequence analysis method by dividing resource use behaviors (click, like, release, response, and comment behaviors of preset resources, recommended resources, productive resources, and interactive resources) from the perspective of connotation, to dynamically describe learners' resource use behaviors. Then, this study uses the LDA method and cognitive participation evaluation framework to measure the "four-degree network" by dividing the concept network attributes (concept breadth, concept thickness, concept strength, and concept depth), characterizing the evolution process of various concept network attributes and analyzing their evolution rules using lag sequence analysis, to dynamically describe the level of learners' concept network. Based on both, this study uses multiple regression analysis to reveal the different impacts of various resource use behaviors on the concept network. The study found that for the evolution of resource use behavior, there is a downward trend in the preset resource use behavior, that is, the overall evolution process of the preset resource use behavior shows a downward trend; There is a valley phenomenon in the use behavior of generative resources, that is, the evolution process of various use behaviors of recommended resources, productive resources and interactive resources has climbed to the valley in the early and middle stages of the course; All kinds of resource use behaviors have a "9 week rebound" phenomenon, that is, the evolution process of all kinds of resource use behaviors has suddenly rebounded 1-2 weeks before the end of the course; Learners have multiple behavior patterns of resource use, including learners' preference patterns of specific resources, conversion patterns between specific resources, preference patterns of specific behaviors, conversion patterns between specific behaviors, and conversion patterns from specific resources to behaviors. For the evolution of the concept network, the four types of concept network attributes have the phenomenon of climbing in the early and middle stages, and the concept breadth, concept thickness, concept strength, and concept depth have climbed to the peak in the third to fourth weeks; Moreover, the learners' concept network developed steadily, showing only the self-significant transformation of concept thickness and depth, without the significant transformation of cross-concept network characteristics. As for the impact of resource use behavior on the concept network, the impact of preset resources on the concept network has an upper-limit effect. When the preset resource use behavior exceeds the threshold, it has no significant impact on the concept network; The specific behavior of productive resources can positively affect the corresponding concept network, including the positive impact of the click behavior of recommended resources on the concept breadth and depth, the positive impact of the comment behavior of recommended resources on the concept breadth, the positive impact of the click behavior of productive resources on the concept breadth, the concept thickness and the concept strength, and the positive impact of the release behavior of productive resources on the concept thickness, the concept strength and the concept depth, And the positive impact of the comment behavior of interactive resources on the concept depth; The specific behavior of generative resources will also have a negative impact on the corresponding concept network, including the negative impact of the praising behavior of recommended resources on concept breadth, the negative impact of the praising behavior of interactive resources on concept breadth, concept strength and concept depth, and the negative impact of the responding behavior of interactive resources on concept depth. After discussing the results of resource use behavior and conceptual network evolution combined with the basic idea of natural selection theory and the results of the impact of utilitarian and non-utilitarian learning thought on resource use behavior and conceptual network evolution, this study comprehensively concluded that the predetermined resource use behavior was in decline due to the improvement of familiarity, and the generative resource use behavior was in the evolution valley due to the guidance of the concept of connectivity The curriculum certificate incentive is easy to cause the evolution recovery after the recovery of resource use, the rich heredity and variation of resource use behavior can support the evolution improvement, the concept and practice of connecting learning are generally beneficial to the development of the concept network, it is difficult to continue to improve the concept network after the preset resources exceed the use threshold, and different use behaviors of the same generated resources have different impacts on the concept network The non-utilitarian use of generative resources positively affects the concept network, the utilitarian use of generative resources negatively affects the concept network, and the rational mixed use of generative resources can positively affect the concept network. Based on the above conclusions, and given the cMOOC problems found, five suggestions are put forward, including designing the guidance mechanism for the interaction of preset resources, changing the evaluation method of curriculum to promote students' learning, paying attention to the learning support services in the middle and later stages of the curriculum, promoting the non-utilitarian use of generative resources, and exploring the reasonable mixed use of generative resources. The research results of this study further develop the understanding of the connectionist learning theory on the relationship between resource use behavior and concept network and its influence. It is hoped that the description of the evolution process of various resource use behavior and concept network and the revelation of the influence relationship can provide support for the optimization of cMOOC and the development of learners.