数智时代循证教研共同体中教师协作的理念模型与过程模型OA

The era of digital intelligence presents new opportunities for integrating evidence-based education into teacher learning communities.In practice,however,limitations in teachers'tech-nological literacy and the lack of concrete,operational modes for collaborative teaching research hin-der innovation and breakthroughs in evidence-based teaching research communities.Addressing prob-lems such as how to allocate roles in teacher Collaborating and how to achieve effective evidence-based practices within such communities,this study reviews the concept of evidence-based teaching research communities,examines the practices of teaching research communities in domestic and inter-national contexts,and analyzes the factors influencing teachers'collaboration in the evidence-based teaching research comminities.Drawing on Hord's five essential elements,the study refines the core components of evidence-based teaching research communities and constructs both a conceptual frame-work and a process model for teachers'collaboration within them.The findings suggest that the opera-tion of evidence-based teaching research communities should be grounded in real educational prob-lems,supported by artificial intelligence to achieve effective evidence use,and integrated across the entire cycle of pre-,during-,and post-research activities.This study aims to proride reference for the break though and imovation of teaching research practices in the digital intelligence era.