本科阶段在教育虚拟社区中的体验与经历引发了我对于这个场域中成员互动的关注。随着互联网经济的发展，虚拟社区的类别与形式都在发生着日新月异的变化。网络空间中的身份认同问题也随之成为研究的热点，个人在网络空间建构身份认同的不同路径逐渐浮出水面。本研究拟采用符号互动论作为理论视角，探究教育虚拟社区中成员身份认同于互动中不断建构的过程。在符号互动论的理论视角下，本研究采用质性研究方法，选取SOCO社区作为研究个案。随后综合方便抽样与目的性抽样，选出了本研究的共11位研究参与者。研究者所谓社区共建者进入研究情境，开展了为期7个月的调研，综合运用网络观察、访谈法、实物收集法等资料收集方法，收集到了约40万字左右的原始资料。借助Nvivo软件，对原始资料进行了类属分析与情境分析。通过资料分析，本研究发现社区的互动为个体的自我互动提供了更加有利的环境，个体的自我认同可以体现在“更清晰的自我形象”、“更全面的自我认知”与“更积极的自我概念”几个方面。他者认同与自我认同几乎是同时在发展的一对概念。社区成员的他者认同可以主要分为“对于真与善的接纳”、“自我参照”与“理想自我”。而社区成员的群体认同则可以分为“社区成员”和“协作者”两种角色。社区成员在互动中建构身份认同的过程可以围绕“时间”、“空间”以及“社区场域”三条线索来展开。

My undergraduate experience and experience in educational virtual communities have sparked my attention to the interaction among members in this field. Withthedevelopment of the internet economy, the types and forms of virtual communities areundergoing rapid changes. The issue of identity in cyberspace has also becomearesearch hotspot, and different paths for individuals to construct identity in cyberspacehave gradually emerged. This study intends to use symbolic interaction theoryas atheoretical perspective to explore the process of member identity construction in educational virtual communities through interaction.

From the perspective of symbolic interaction theory, this study adopts qualitativeresearch methods and selects the SOCO community as a research case. Subsequently, a total of 11 participants in this study were selected by combining conveniencesampling and purposive sampling. The researchers called community co builders intothe research context and conducted a 7-month survey. They comprehensively useddata collection methods such as online observation, interview, and physical collectionto collect about 400000 words of original data. Using Nvivo software, categoryanalysis and situational analysis were conducted on the original data.

Through data analysis, this study found that community interaction provides amore favorable environment for individual self interaction. Individual self-identitycan be reflected in "clearer self-image", "more comprehensive self-awareness", and"more positive self-concept". Other identity and self-identity are almost simultaneously developing concepts. The other identity of community members canbe mainly divided into "acceptance of truth and goodness", "self reference", and"ideal self". The group identity of community members can be divided into two roles: "community member" and "collaborator". The process of community members constructing identity through interaction can be carried out around three clues: "time", "space", and "community field".