中文摘要：

网络学习社区发展迅速,其教育质量的核心是交互质量,交互也是知识建构的实现方式,设计交互模式以促进知识深层建构是解决网络学习社区教育质量的必要手段。研究依据社会建构主义理论和前期的研究成果,在社会性交互策略理论框架的指导下初步设计了网络学习社区中促进知识深层建构的交互模式,通过两轮行动研究,分别完善了模式的交互流程及认知交互成分和情感交互成分。最终构建的交互模式主要包含五个交互阶段及相应的师生交互和生生交互行为。同时,认为网络学习社区中的交互活动还应遵循以下规则：引入激励机制;吸引更多领域专家加入;网络学习社区应融合知识管理技术;营造和谐的社区氛围。最后,提出后续研究的方向：将该交互模式和相应的规则应用于网络学习社区中,分析其对个体知识建构和群体知识深层建构的效果,并验证其有效性。

英文摘要：

With the development of multimedia technology and the Internet, web-based learning community is expanding prosperously. The quality of its education lies in the efficiency of interaction, so it is necessary to design an interaction model, which can promote knowledge deep construction, to resolve the quality problem of education in the web-based learning community. Accord-ing to the social constructive theory and prior research achievements, the author initially designed an interaction model of promoting knowledge deep construction in the web-based learning community on the basis of the theoretical framework of social interaction strategy. After two rounds of action research, the model was improved, including the interaction procedures, cognitive interaction ele-ments and emotional interaction elements. The ultimate interaction model mainly contained five interaction stages and their corre-sponding interaction behaviors among teachers and students. The stages were summarizing the essence of problem, concluding some resolving methods, choosing the best method, designing implementing procedure and reflecting. In the front four stages, the teacher re-vised students＇ wrong opinions and the cognitive interaction behaviors between teacher and students were disproving and questioning;the cognitive interaction behaviors among students were disproving, arguing and quoting; the emotional interaction behaviors among students were encouraging each other, calling name and publishing emotional words and facial signs. In the reflective stage, the teach-er evaluated the behaviors and achievements of the students; the cognitive interaction behaviors between teacher and students was e-valuating; the emotional behaviors were publishing thanksgiving words, encouraging each other and writing facial signs; the emotional interaction behaviors among students were the same as the emotional behaviors between teacher and students. Besides, the author put forward some rules which should be followed by interaction activity in the web-based