【作 者】：
杨 鑫， 解月光， 赵可云
【关 键 词 】：
教研员知识； 整合技术的学科教研知识； TRACK； 发展路径
【栏 目】：
学科建设与教师发展
【中文摘要】：
“整合技术的学科教研知识（TRACK）”是教研员专业成长的知识基础，发展路径是对TRACK内在生成规律及相应外部支撑途径的表征。研究在剖析教研员知识属性及特征的基础上，探析教研员知识的发展方向、发展起点，审视成人学习理论视阈下教研员学习特征及规律，借鉴相关研究成果，从内部知识生成及外部条件支撑两个维度，提出了三组发展路径：泛在课程与碎片式学习，理论性知识元素的主动纳入与框架聚合；田野式教研引领与实践，行动反思中实践性知识的本土化生成；课题研究与共同体构建，知识在平等群体中的转化、共享及发展。以此，为教研员专业发展提供理论借鉴及实践参照。
【英文摘要】：
Technological Research Content Knowledge (TRACK) is the basis of the professional development of teaching and research staff. The developmental path presents the internal generative law and corresponding external support of TRACK. Based on the analysis of knowledge attributes and characteristics of teaching and research staff, this paper explores the developmental direction and starting point of teaching and research staff's knowledge, and inspects their the learning characteristics and rules under the perspective of adult learning theory. Then, this paper refers to the results of relevant researches and proposes three developmental paths from two dimensions of internal knowledge generation and external supports. The paths include taking in and aggregating theoretical elements actively through ubiquitous curriculum and fragmented learning; generating localized practical knowledge through professional leading, practice and reflection; promoting the transformation, sharing and development of the knowledge through research and community, which provides theoretical and practical references for the professional development of teaching and research staff.