教师专业共同体中不同教师所具备的知识背景和不断变化的知识视界为共同体中的教师提供了源源不断的学习资源。在线教师共同体扩大了共同体的规模，进一步增加了共同体中成员的多样性和差异性，同时也为共同体中的教师成员提供了情感、教学与学习资源等方面的支持。在线教师共同体中，教师通过与其他学习者开展交互建构自身专业知识，并进一步改善教学实践，可见成员之间的交互是共同体存在的前提，成员持续性地参与是维持共同体的关键。然而由于成员开展交互的主观能动性存在差异，也导致共同体呈现出了结构松散的特征。且不同研究者均发现，教师在共同体中的参与程度影响其在在线教师共同体中的学习效果。在强调个性化学习的时代背景下，有必要挖掘在线教师共同体的相关规律，优化教师学习体验。

本研究旨在探究在线教师共同体中边缘性参与的类型与特征，并分析导致教师边缘性参与的影响机制，期望为提升教师在在线共同体的参与度提供借鉴与指导。本研究包括两个研究问题：1.教师在线共同体中教师参与的类型与特征如何？2.在线共同体中教师边缘性参与的影响机制如何？

研究采用了定量与定性相结合的混合式研究范式，以cMOOC7.0中74名持续参与的教师学习者为研究对象，主要采用了社会网络分析、K-Means聚类、访谈、扎根理论等研究方法，并形成了以下研究成果。

第一，分析了在线教师共同体中教师的参与类型及其特征。针对研究问题一，本研究1）基于在线教师共同体中教师成员之间形成的3002条学习交互数据，采用社会网络分析法和K-Means聚类，将在线共同体中教师参与分为三类：核心参与者、半核心半边缘参与者以及边缘参与者；2）基于时序系统和访谈数据，将边缘性参与者划分为主动边缘、主动去边缘、逐渐边缘与持续边缘四类，并分析了其特征。

第二，构建了在线共同体中教师边缘性参与的影响机制模型。针对研究问题二，本研究基于10名边缘性参与教师的访谈数据，采用扎根理论方法，分析了教师边缘性参与的发生机制。具体包括：1）受个性特质与社群环境共同影响的持续边缘性参与发生机制；2）受个性特质、认知特征与课程设计共同影响的主动去边缘性参与和主动边缘性参与发生机制；3）受个性特质与认知特征共同影响的逐渐边缘性参与发生机制。

本研究具备一定的理论与实践意义。理论意义方面，为后续研究者筛选在线教师共同体中边缘性参与的教师提供指标框架；实践意义方面，为优化在线教师共同体的建设并提升教师在在线共同体中的参与度提供借鉴。

本研究具备理论与方法层面的创新。1）理论创新：将边缘性参与的研究情境从知识传递型的、面对面的教师共同体扩展到了知识生长型的、在线教师共同体中，扩展了边缘性参与的研究情境； 2）方法创新：采用社会网络分析法筛选边缘性参与者，提高边缘性群体识别的准确度，其次采用半结构化访谈与扎根理论相结合的方法探究边缘性参与的影响因素，不同于以往以问卷调查的方式开展的研究，提高研究结果的准确性与可信度。

未来研究可建立认知网络与社会网络相结合的多层网络，综合分析学习者认知参与水平与行为参与程度，深入挖掘边缘性参与群体的参与规律。此外可进一步探究各因素之间的相互关系，为影响机制提供可信度更高的数据支撑，建立更加准确的边缘性参与行为的发生机理。

The knowledge background and ever-changing knowledge horizon of different teachers in the teacher professional community provide a steady stream of learning resources for teachers in the community. The online teacher community expands the scale of the community, further increases the diversity and difference of the members in the community, and also provides emotional, teaching and learning resources support for the teachers in the community. In the online teacher community, teachers construct their own professional knowledge by interacting with other learners and further improve their teaching practice. It can be seen that the interaction among members is the prerequisite for the existence of the community, and the continuous participation of members is the key to maintaining the community. However, due to the differences in the subjective initiative of the members to carry out interaction, the community also presents the characteristics of loose structure. And different researchers have found that the degree of teachers' participation in the community affects the effect of their online study. In the era of emphasizing personalized learning, it is necessary to explore the relevant laws of online teacher community and optimize teacher learning experience.

This study aims to explore the types and characteristics of teachers' peripheral participation in online teacher communities, and analyze the influencing mechanism leading to teachers' peripheral participation, hoping to provide reference and guidance for improving teachers' participation in online teacher communities. This study includes two research questions: 1. What are the types and characteristics of teacher participation in teacher online community? 2. What is the influence mechanism of teachers' peripheral participation in online communities?

The research adopts a hybrid research paradigm combining quantitative and qualitative methods. 74 continuous participating teacher learners in cMOOC7.0 are taken as the research objects, and the research methods such as social network analysis, K-Means clustering, interview and grounded theory are mainly adopted. The following research results are formed.

First, it analyzes the types and characteristics of teachers' participation in the online teacher community. In view of research question 1, this study 1) Based on the 3002 pieces of learning interaction data formed among teachers in the online teacher community, social network analysis and K-Means clustering are adopted to divide teacher participation in the online teacher community into three categories: core participants, semi-core semi-peripheral participants and peripheral participants; 2) Based on the timing system and interview data, peripheral participants were divided into four categories: active peripheral , active de-peripheral, gradual peripheral and continuous peripheral, and their characteristics were analyzed.

Secondly, the author constructs the influence mechanism model of teachers' peripheral participation in online community. For the second question, based on the interview data of 10 teachers with peripheral participation, this study adopts the grounded theory method to analyze the occurrence mechanism of teachers with peripheral participation. Specifically, it includes: 1) the mechanism of continuous peripheral participation influenced by personality traits and social environment; 2) The mechanism of active peripheral participation and active peripheral participation influenced by personality traits, cognitive characteristics and curriculum design; 3) The mechanism of gradual peripheral participation influenced by personality traits and cognitive characteristics.

This study has certain theoretical and practical significance. In terms of theoretical significance, it provides an index framework for the subsequent researchers to screen the teachers with peripheral participation in the online teacher community. In terms of practical significance, it provides reference for optimizing the construction of online teacher community and enhancing teachers' participation in online community.

This research is innovative in both theory and method. 1) Theoretical innovation: the research context of peripheral participation is expanded from the knowledge-transfer and face-to-face teacher community to the knowledge-growing and online teacher community, thus expanding the research context of peripheral participation; 2) Method innovation: Social network analysis was used to screen peripheral participants to improve the accuracy of identification of peripheral groups. Secondly, semi-structured interview combined with grounded theory was used to explore the influencing factors of peripheral participation, which was different from previous research conducted by questionnaire survey and improved the accuracy and credibility of research results.

Future studies can establish a multi-layer network combining cognitive network and social network, comprehensively analyze the level of learners' cognitive participation and behavioral participation, and deeply explore the participation rules of peripheral participation groups. In addition, the relationship between various factors can be further explored to provide more reliable data support for the influence mechanism and establish a more accurate occurrence mechanism of peripheral participation behavior.