迅猛发展的信息技术不断推动着教育教学实践模式的改革与创新，混合式教学为当前的教学改革提供了一种延续性创新的新思路。2020年新冠疫情在全球蔓延，各国纷纷采取居家学习措施，推动了网络同步课堂的大规模教育实践。国内外从本世纪初就开始了网络同步课堂的探索，但已有研究发现，在网络同步课堂的实际实施过程中还存在着师生与生生社会性交互并不充分的问题，这不利于学习者的社会化学习与意义建构过程。针对当前现状，本研究希望通过分析多场域异构网络同步课堂中学生的社会存在感水平及影响因素，探讨提升学生社会存在感感知、促进网络同步课堂有效开展的发展方向。

为实现研究目标，本研究首先通过文献调研，归纳了当前已有的社会存在感测量量表与问卷，结合网络同步课堂的教学特征，设计了多场域异构网络同步课堂中的社会存在感测量量表，具体包括共存感、情绪表达、达意水平与凝聚力。其次，利用设计好的社会存在感测量量表对参加了北京师范大学《设计与学习》课程的学生进行施测，获得了学生在网络同步课堂中的社会存在感基本水平以及学生性别、上课形式对社会存在感的影响情况。最后，本研究利用访谈法对网络同步课堂中的授课教师、指导教师、助教以及同场、异场学生的真实心理感知进行深入挖掘，总结了网络同步课堂中社会存在感的影响因素。

通过问卷调查与数据分析，研究发现，学生在网络同步课堂中社会存在感的水平高低分别为：同场互动>师生交互>异场互动。不同性别的学生在网络同步课堂中形成的社会存在感水平不存在显著差异，而同场学生与异场学生在异场互动中的社会存在感各维度上均存在显著差异，且异场学生的共存感、情绪表达、达意水平与凝聚力均显著高于同场学生。

通过访谈发现，教师与学生都对面对面交流的方式持积极的态度，而物理空间上的距离会增加师生与生生之间的心理距离，降低他们认识与感知彼此的机会以及社交与情感投射的可能，进而形成较低水平的社会存在感。学习者在多场域异构网络同步课堂中社会存在感形成的影响因素包括：主观能动性、先验知识、情绪领导力、激励与学习技术。结合建构主义学习观中学习环境的四大要素：情境、会话、协作与意义建构，本研究提出了提升网络同步课堂中学生社会存在感的发展方向：改进教学设计、设计有效的互动、制定合理的分组策略以及加强同步和异步资源/工具的互补利用。

The rapid development of information technology constantly promotes the reform and innovation of education and teaching practice mode. Blended learning provides a new idea of continuity and innovation for the current teaching reform. In 2020, the COVID-19 epidemic spread around the world, and many countries adopted home learning measures to promote the large-scale education practice of synchronous cyber classroom. Since the beginning of this century, synchronous cyber classroom has been explored at home and abroad. However, existing studies have found that there is still insufficient social interaction between teachers and students in the actual implementation of synchronous cyber classroom, which is not conducive to the process of learners' social learning and meaning construction. In view of the current situation, this study hopes to explore the development direction of improving students' sense of social presence to promote the effective development of synchronous cyber classroom by analyzing the level and influencing factors of students' sense of social presence in synchronous cyber classroom.

To achieve the research target, first of all, this study summarizes the current existing social presence measurement scale and questionnaire through literature research, combined with the feature of synchronous cyber classroom, design a social presence measurement scale in synchronous cyber classroom, including Co-presence, Emotional Expression, Mutual Understanding and Group Cohesion. Secondly, the designed social presence measurement scale was used to measure the students who participated in the curriculum “Design and Learning”, and the basic level of the social presence of students in the synchronous cyber classroom, as well as the influence of the gender of students and the form of attending the class on the social presence were obtained. Finally, this study uses the interview method to deeply excavate the real psychological perception of teachers, tutors and assistants as well as students offline and online in the synchronous cyber classroom, and summarizes the influencing factors of social presence.

Through questionnaire survey and data analysis, it is found that the level of social presence of students in the synchronous cyber classroom is as follows: Interaction between students in the same physical space > Interaction between teachers and students > Interaction between students in the different physical space. There is no significant difference in the level of social presence formed by students of different genders in the synchronous cyber classroom, while there are significant differences between students in the same physical space and different physical space, and the degree of Co-presence, Emotional Expression, Mutual Understanding and Group Cohesion of students in the different physical spaces was significantly higher than that of students in the same physical space.

Through interviews, it is found that both teachers and students hold a positive attitude towards face-to-face communication, and the distance in physical space will increase the psychological distance between teachers and students, reduce their opportunities to know and perceive each other as well as the possibility of social and emotional projection, and thus may form a low level of social presence. Factors influencing the formation of learners' sense of social presence in the synchronous cyber classroom include: subjective initiative, prior knowledge, emotional leadership, stimulation and learning technique. Combining constructivism learning theory in the learning environment of the four elements: situation, conversation, cooperation and meaning construction, this study proposes the promotion the development direction of students' sense of social presence in synchronous cyber classroom: Instructional design and facilitation, Effective interaction, Reasonable grouping strategy, and Complementary use of synchronous and asynchronous tools/resources.