在教育信息化工作的稳步推进过程中，教师队伍的专业素养直接决定着学校教育的质量和水平，是教育深化改革和发展的核心力量。教师培训是促进全面提高中小学教师质量的关键途径之一，而中小学教师培训的方式也在信息技术不断发展和普及的背景下逐步向基于互联网技术的在线培训过渡，在线课程为教师培训质量提供了宽广的空间，更为推进教师教育整体水平的发展创造了强有力的条件。但不可否认，在线培训的一些问题在一定程度上阻碍了中小学教师在线培训的继续发展，如：知识碎片化、培训内容与教师实际情景脱节、培训手段单一、缺乏深层次的协作与交互等。这使得教师对培训过程中所学的知识缺乏系统、结构化的认识，教师开展协作学习的积极性不高，较难达到高层次的知识建构水平。在线协作学习环境能够帮助教师在更大程度上进行意义协商，促进交互行为的发生。同时，在协作学习的过程中采取合适的资源管理工具对交互内容进行组织和引导，可有效缓解教师在培训过程中的认知负荷，进一步促进交互的质量。因此本研究以成人学习理论、建构主义学习理论和联通主义学习理论为指导，结合以知识节点、关系及资源联接为核心的知识可视化工具——知识图谱，开展基于知识图谱协同建构的中小学教师在线培训，探究此培训方式对教师在线培训效果的影响，具体包括：知识图谱协同建构对中小学教师的知识结构化程度、知识建构水平、创新应用能力的影响，以及在知识图谱协同建构过程中，协同参与度的高低对中小学教师在线培训效果的影响。

本研究依托于“基础教育跨越式发展创新试验”项目，面向全国招募了90名一线中小学教师作为研究对象，基于支持泛在学习的在线交互平台——学习元平台，开展了为期四周的 “个案研究法”在线培训。本研究采用准实验研究法，根据前测结果将90名教师随机分为3组，其中实验组30人，控制组A 30人，控制组B 30人。其中实验组采用基于知识图谱协同建构的方式学习、控制组A采用基于知识图谱个体建构的方式学习、控制组B进行在线学习。在培训活动开展前和结束后，均组织三组参训教师进行个案研究法基础知识测试，在活动结束后要求参训教师提交一份研究方案，并采用层次分析法制定评分体系进行批阅。在整个培训过程中，共收集608条有效讨论交流数据以及大量教师协同参与度数据（创建的知识节点数、点赞/点踩节点数、发帖/回帖数）。随后，笔者采用单因素方差分析和多重分析比较三组参训教师知识结构化程度、创新应用能力的差异，采用滞后序列分析法和内容分析法分析参训教师的交互行为和知识建构水平，以及采用相关性分析探究中小学教师协同参与度与在线培训效果的关系。研究发现：（1）知识图谱协同建构能够帮助教师在协作交流的过程中对知识进行及时的归类和管理，建立起结构化的知识网络，能显著提升中小学教师的知识结构化程度；（2）知识图谱协同建构促进了中小学教师交流协作的频率和质量，在知识建构的过程中实现了更高层次的水平，能显著提升教师的知识建构水平；（3）知识图谱协同建构会使中小学教师更容易产生认知冲突，从而在协商讨论的过程中促进教师的思维发展，能显著提升教师的创新应用能力；（4）协同参与度对中小学教师的在线培训效果有正向影响，其中“发帖数”、“回帖数”、“创建节点”、“学习资源”以及“QQ群讨论数”等交互行为的发生能显著提升教师的在线培训效果。

因此，知识图谱协同建构可以帮助中小学教师清晰认识到知识节点之间的关系以及知识的动态生成过程，提升了中小学教师协作学习的参与度，从而有效提高了中小学教师的在线培训效果。本研究的发现为改善教师在线培训形式，促进中小学教师及时、高效的交互与协作，有效地实现个体知识与群体知识建构提供了一定的参考价值。

In the steadily advancing process of educational informatization, teachers, as the core force for deepening reform and development of education, are a key factor in determining the quality of education. Teacher training is one of the key ways to promote the professional development level of teachers, and the way of primary and secondary school teacher training is also gradually transitioning to online training. Online courses create powerful conditions to further promote the development of the overall level of teacher education. But it is undeniable that some problems of online training have hindered the development of primary and secondary school teachers 'online training, such as: fragmentation of knowledge, disconnection of training content from teachers' actual situation, and lack of effective cooperation. The existence of these problems makes teachers' enthusiasm for collaborative learning lackness, and it is difficult to reach a high level of knowledge construction. The online collaborative learning environment can promote the occurrence of interactive behaviors. At the same time, adopting appropriate resource management tools can effectively promote the quality of interaction. Therefore, this study is guided by adult learning theory, constructivist learning theory and connectivity learning theory. And it carry out teachers' online training of based on the collaborative construction of knowledge graph, which centered on knowledge nodes, relationships, and resource connections, and explore the effect of this training method, including: the impact of knowledge graph collaborative construction on teachers' knowledge structuring degree, knowledge construction level, and innovative application ability, and the effect of collaborative participation on the online training effect of teachers in the process of knowledge graph collaborative construction.

This research relied on the "Innovation Experiment for Leaping Development of Basic Education" project, and recruited 90 primary and secondary school teachers as the research object. It carried out four weeks' online training for "Case Study Method", based on the online interactive platform. In this study, a quasi-experimental research method was used. 90 teachers were randomly divided into 3 groups according to the results of the pretest, including 30 in the experimental group, 30 in the control group, and 30 in the control group B. Among them, the experimental group' teachers study adopting the collaborative construction method based on knowledge graph, the control group(A)' teachers study adopts the knowledge graph individual construction method, and the control group(B)' teachers study adopting online learning. Three groups of participating teachers were organized to test the basic knowledge of the case study method before and after the train, and they were required to submit a research plan after the activities and use the analytic hierarchy process to develop a scoring system for review. Throughout the training process, a total of 608 effective discussion and communication data and a large number of teachers' collaborative participation data (the number of knowledge nodes created, the number of likes / dislikes, and the number of posts / replies) were collected. Subsequently, the author used one-way ANOVA and Bonferroni analysis to compare the differences in teachers' knowledge structure and innovative application levels, and used lag sequence method and content analysis to analyze the interactive behavior and knowledge construction level of the teachers, and used Correlation analysis to explore the relationship between participating teachers' collaborative participation and online training effectiveness.

        Therefore, the collaborative construction of knowledge graphs can help teachers clearly recognize the relationship between knowledge nodes and the process of dynamic generation of knowledge, and improve the participation of teachers in collaborative learning. It can effectively improve the online training effect of teachers. The findings of this study provide a certain reference value for improving the primary and secondary school teachers' online training form, promoting the efficient interaction and collaboration of participating teachers, and effectively realizing the construction of individual knowledge and group knowledge.