[目的/意义]学习型搜索关注学习在搜索活动中的核心地位，建构信息行为与学习行为之间的桥梁，以期 实现以学习为中心的信息搜索系统的资源优化和功能设计，支持用户更加深入和持久地学习，对学习型社会的建 设和发展具有重要意义。本研究对学习型搜索行为过程的元认知调控活动展开分析，刻画和揭示了用户信息行 为和学习行为表征背后的控制调节活动的特征和规律。[方法/过程]研究招募了来自北京大学的30名学生，通过 观察法和访谈法对他们完成真实自备的学习型搜索任务过程中的元认知调控活动进行了数据收集，并采用扎根 理论对数据展开质性分析。[结果/结论]研究识别了获取目标意识、获取操作策略、选择标准意识、选择判断依据、 处理目标意识、处理操作策略6个元认知调控活动及其相互作用关系，构建了学习型搜索行为过程中用户元认知 调控的概念模型。在该模型基础上，从微观视角剖析学习型搜索行为过程各阶段的元认知调控活动特征；从宏观 视角梳理了用户在学习型搜索全过程中发散式和收敛式两种不同的元认知调控特征模式。该模型的构建为后续 元认知调控活动的相关探索提供了分析的框架，启发支持学习的搜索系统的功能优化与信息素养教育培训的设 计和开展。

 [Purpose/significance] Researches of learning-oriented search regard learning as the core of search activi⁃ ty and focus on constructing the bridge between information behavior and learning behavior, in order to realize the re⁃ source optimization and function design of learning- centered information search system, and support users to learn more deeply and sustainably, which is of great significance to the construction and development of learning society. In this study, we aim to investigate the characteristics and rules of metacognitive regulation activities behind users’infor⁃ mation behavior and learning behavior representation during the search process. [Method/process] Thirty students from Peking University were recruited to collect data on metacognitive regulation activities in the process of completing the real self-prepared learning-oriented search task by observation and interview.A grounded theory approach was con⁃ ductedto analyze data. [Result/conclusion] Six metacognitive regulation activities were identified, including aware⁃ ness of acquiring goals, operation strategies of acquiring, awareness of selection criteria, evaluation clue of selection, awareness of processing goals, and operation strategies of processing. Based on these findings, we propose a metacogni⁃ tive regulation model during learning-oriented search process. According to this model, from the micro perspective, we analyzed the characteristics of metacognitive regulation in each stage of learning-oriented search process. From a mac⁃ ro perspective, searchers performed two different metacognitive regulation modes during the learning-oriented search process: divergent regulation mode and convergent regulation mode. This metacognitive regulation model provides an analytical framework for the subsequent exploration of metacognitive regulation activities, enlightening the functional optimization of the learning-supporting search system and the design and implementation of information literacy educa⁃ tion and training.