随着智能时代的到来，基础教育领域将不断改革发展，教研作为促进教育改革发展的重要助推力量，在教师成长、教学研究、决策服务等方面发挥着重要作用。中小学信息科技课程作为培养未来创新型人才的关键课程，其传统单一的教研工作样态已无法满足学科建设、课程实施的需求，作为信息科技教研员更应当思考如何提高教研的针对性和实效性，从而真正促进教师理解、设计、实施素养导向的信息科技教学。因此本研究通过访谈和调查，构建并验证信息科技教研员胜任力框架，了解西宁市信息科技教研员胜任力现状，分析面向智能时代中小学信息科技教研发展需求，提出具体发展路径，为今后西宁市信息科技教研机制建设提出合理化建议。

本研究运用行为事件访谈法，提取学科知识、课标理解、教学研究、教育理论、活动组织、平台搭建、调研诊断、沟通协作、教师培养、引领发展、研修培训、本土转化、理念转变、终身学习、责任意识、思考行动、与时俱进等17个信息科技教研员胜任指标，并从专业知识、组织服务、指导引领、学科态度四个维度进行划分，构建信息科技教研员胜任力框架，围绕这四个维度编制信息科技教研员胜任力调查问卷，以西宁市为例，开展调查研究工作，借助SPSS 24.0工具进行问卷数据的信效度、主因子相关性、探索性因子分析，进一步验证信息科技教研员胜任力框架结构的合理性，同时比较四个维度下信息科技教研员在区域、性别、年龄、专业、职称等方面呈现出的差异。

结合调查得出的不同差异性及其产生的原因，分析信息科技教研长期发展需求，设计面向智能时代的中小学信息科技教研发展路径：①建立立体化教研体系，推动学科建设；②组建知识型教研社群，促进协调发展；③集约多元化教研资源，强化辐射引领；④搭建智能化教研环境，优化模式选择；⑤开展科学性教研评价，确保行动实效。聚焦西宁市信息科技教研工作实际，围绕教研队伍建设、教研多级联动和校本教研强化三方面提出具体化、可操作的机制建设建议，以西宁市中小学信息科技指向核心素养的“教—学—评”一体化主题教研活动为案例，剖析本研究提出的教研发展路径及机制建设建议。

With the advent of the intelligent age, the field of basic education will continue to reform and develop. Teaching and research, as an important driving force to promote the reform and development of education, plays an important role in the growth of teachers, teaching research, decision-making services and so on. As a key course to cultivate innovative talents in the future, the information technology curriculum in primary and secondary schools has been unable to meet the needs of discipline construction and curriculum implementation with its traditional single teaching and research mode. As information technology teaching and research staff, they should think more about how to improve the pertinence and effectiveness of teaching and research, so as to truly promote teachers' understanding, design and implementation of literature-oriented information technology teaching. Therefore, through interviews and surveys, this study constructed and verified the competency framework of information technology teaching and research staff, understood the current situation of the competency of information technology teaching and research staff in Xining, analyzed the development needs of information technology teaching and research in primary and secondary schools in the intelligent era, proposed specific development paths, and put forward reasonable suggestions for the future construction of information technology teaching and research mechanism in Xining.

This study uses behavioral event interview method to extract 17 competency indicators of IT teaching and research staff, including subject knowledge, curriculum standard understanding, teaching research, educational theory, activity organization, platform building, investigation and diagnosis, communication and collaboration, teacher training, leading development, research and training, local transformation, concept transformation, lifelong learning, responsibility consciousness, thinking and action, and keeping pace with The Times. This paper divides it into four dimensions: professional knowledge, organizational service, guidance and discipline attitude, constructs a competency framework for IT teaching and research staff, and compiles a competency questionnaire for IT teaching and research staff around these four dimensions. Taking Xining as an example, the research work is carried out. The reliability and validity, principal factor correlation and exploratory factor analysis of the questionnaire data were carried out by SPSS 24.0 to further verify the rationality of the competency framework structure of IT teaching and research staff, and at the same time to compare the differences of IT teaching and research staff in the aspects of region, gender, age, profession and title under the four dimensions.

Based on the differences obtained from the investigation and their causes, this paper analyzes the long-term development needs of information technology teaching and research, and designs the development path of information technology teaching and research for primary and secondary schools in the intelligent age: (1) Establish a three-dimensional teaching and research system to promote the construction of disciplines; (2) Establish knowledge-based teaching and research communities to promote coordinated development; (3) Intensive and diversified teaching and research resources to strengthen radiation guidance; (4) To build intelligent teaching and research environment and optimize model selection; (5) Carry out scientific teaching and research evaluation to ensure effective action. Focusing on the actual work of information technology teaching and research in Xining, concrete and operational suggestions on mechanism construction are put forward from three aspects: teaching and research team construction, multi-level linkage of teaching and research and strengthening of school-based teaching and research. Taking the integrated teaching and research activities of "teaching-learning-evaluation", which is the core quality of information technology in primary and middle schools in Xining as a case, the development path and mechanism construction suggestions of teaching and research proposed in this study are analyzed.