中国电化教育

以数智循证教研为杠杆,撬动乡村教师实践性知识的结构性重塑,是实现乡村教育内涵式发展的重要突破口。然而,数智循证教研对乡村教师实践性知识生成的驱动效应,尤其是其内在的演化机制尚待揭示。该研究旨在探明这一动态过程中的共性效应与类型化特征。通过对117位乡村教师的教研数据进行统计分析与认知网络分析,研究发现:第一,受到教师所处的“数字原住民”时代、职业倦怠、教师主体性觉醒等因素影响,数智循证教研对不同类型教师的作用轨迹不尽相同,但均具有显著作用;第二,在实践性知识结构方面,新手教师、胜任教师和成熟教师分别呈现“去中心化认知重构”“策略产出”以及“信念—策略双螺旋”的认知网络特征。为此,建议以教育信念与反思性知识为支撑,通过“信念锚点+借策筑基”“依证建策+理念重构”“同侪互助+自我反思”等策略,帮助乡村新手教师聚焦策略建构,乡村胜任教师强化信念引领,乡村成熟教师深化反思认知,从而实现各阶段教师认知结构的协同优化。研究希冀为数智循证教研赋能多类型的乡村教师专业发展提供理论指导和实践路向。

Using data-intelligent evidence-based inquiry(DIEI) as a lever to restructure the practical knowledge of rural teachers is a critical pathway to achieving intrinsic development in rural education. However, the driving effects of DIEI on the generation of rural teachers' practical knowledge—particularly its underlying evolutionary mechanisms—remain underexplored. This study aims to uncover the common effects and typological characteristics within this dynamic process. Based on inferential statistics and cognitive network analysis of teaching and research data from 117 rural teachers, the study reveals two key findings: First, due to factors such as the “digital native” era, professional burnout, and the awakening of teacher agency, DIEI exerts significant yet differentiated impacts on various types of teachers. Second, regarding the structure of practical knowledge, novice, competent, and expert teachers exhibit distinct cognitive network patterns characterized by “decentralized cognitive reconstruction,” “strategic output,” and a “belief-strategy double helix,” respectively. Accordingly, it is recommended that support strategies be tailored to each teacher type: using “belief anchors +strategy scaffolding” to assist novice rural teachers in constructing strategies; employing “evidence-based strategy formation +belief reconstruction” to guide competent teachers; and fostering “peer collaboration + self-reflection” to deepen expert teachers' reflective cognition. This study seeks to provide both theoretical guidance and practical pathways for empowering the professional development of diverse rural teachers through DIEI.