随着国际上教育改革的推进，循证理念对我国教育领域正在产生逐步扩大的影响。重视教研是我国基础教育最具中国特色的优良传统和基本经验，当前，教研相关研究也顺应改革之风，力求从经验走向循证。具体来看，教研活动中最为活跃的“听评课”，其实施面临着一些现实困境，迫切地需要一场变革。为此，本研究聚焦听评课教研活动，尝试基于循证视域对其现状展开实证研究，揭示典型问题、分析成因并提出改进对策。基于上述分析，本研究围绕“循证视域下小学听评课教研活动是如何开展的”这一核心问题提出2个层面的子问题：一是，应然层面，如何开展循证听评课教研活动？其一般过程与关键要素是什么？二是，实然层面，循证视域下，个案教研组的小学数学教师开展听评课教研活动现状如何？如何改进？

为了回答上述问题，本研究遵循质的研究范式，以北京市A小学数学学科教研组作为个案，运用访谈法、观察法和实物分析法进行实践探析。基于循证视域梳理、呈现并描述个案小学数学学科教研组听评课教研活动实施的“真实样貌”，获取经验、发现问题、分析问题并提出解决对策，以期能为提升听评课教研活动实效提供一定的参照与启示。

从纵向时间脉络来看，本研究共经历了三大阶段：第一阶段，通过文献归纳构建应然层面的“循证听评课教研活动模式”；第二阶段，基于循证视域，运用观察法、访谈法与实物分析法刻画实然层面的“小学听评课教研活动样貌”；第三阶段沟通“应然”与“实然”，为个案教研组走向“循证听评课”提出一些改进对策。研究发现，循证实践应用于听评课教研活动是可行且必要的。同时，基于循证视域，从“过程”与“要素”两个维度对当下听评课教研活动实施情况进行考察，发现个案教研组做出了一些相当值得称赞的尝试，取得一些经验的同时也暴露出若干问题，问题主要表现为：听评课教研过程形式松散，徒有其表；活动主题无法契合教师现实需求；教师具备初步的证据素养但仍然经验主导；缺乏基于问题，围绕证据的专业合作。

        基于上述研究发现，本研究提出如下改进对策：第一，在“过程”维度，应优化流程，明晰“可视化”路径；第二，在“要素”维度，应深入调研教研需求，提高批判反思能力；树立循证意识，寻找证据观照；通过制度引领、文化培育与专家学者引入搭建循证合作支持系统引领教师开展专业合作。

With the advancement of international education reform, the concept of evidence-based is gradually expanding the impact of my country's education field. Emphasizing teaching and research is the most Chinese-characteristic fine tradition and basic experience of our country's basic education. At present, research related to teaching and research also conforms to the trend of reform, and strives to move from experience to evidence-based. Specifically, the most active teaching and research activities, “listening and evaluating lectures” are faced with some practical difficulties in their implementation and urgently need a reform. Therefore, this research focuses on the classroom observation and evaluation activities, and tries to carry out an empirical study on its current situation based on the evidence-based perspective, revealing typical problems, analyzing the causes and proposing improvement countermeasures. Based on the above analysis, this study puts forward two sub-questions around the core question of “how to carry out the classroom observation and evaluation activities from the perspective of evidence-based ”? First，How to carry out evidence-based classroom observation and evaluation activities? What are its general process and key elements? Second, from the perspective of evidence-based practice, what is the current status of primary school mathematics teachers in the case-based teaching and research group to carry out carry out the classroom observation and evaluation activities from the perspective of evidence-based? How to improve?

In order to answer the above questions, this study follows a qualitative research paradigm, takes the mathematics teaching and research group of Beijing A Primary School as a case, and uses the interview method, observation method and physical analysis method to conduct practical analysis. Based on the evidence-based perspective, sort out, present and describe the “true appearance” of the implementation of the classroom observation and evaluation activities of the teaching and research group of primary school mathematics subjects, gain experience, find problems, analyze problems and propose solutions, in order to improve the teaching and research activities of listening and evaluation courses The actual effect provides some reference and inspiration.

From the perspective of the longitudinal temporal context, this research has gone through three stages: the first stage, the “evidence-based classroom observation and evaluation activities model” is constructed through literature induction; the second stage, based on the evidence-based perspective, using  observation method, interview method and physical analysis method describe the “appearance of classroom observation and evaluation activities of primary school listening and evaluation”at the real level; the third stage communicates “should” and “actually”, for the case teaching and research group to move towards “evidence-based classroom observation and evaluation activities” Some improvement measures are proposed. The study found that it is feasible and necessary to apply evidence-based practice to classroom observation and evaluation activities. At the same time, based on the evidence-based perspective, from the two dimensions of “process”and “elements”, the current implementation of the teaching and research activities of listening and evaluating lectures was investigated. Several problems have been exposed. The main problems are as follows: the teaching and research process of listening and evaluating lectures is loose in form and only superficial; the theme of activities cannot meet the actual needs of teachers; teachers have preliminary evidence literacy but are still dominated by experience; lack of problem-based, evidence-based professionalism cooperate.

Based on the above research findings, this study proposes the following improvement strategies: first, in the dimension of “process”, the process should be optimized and the “visualization” path should be clarified; second, in the dimension of “element”, the needs of teaching and research should be investigated in depth to improve the ability of critical reflection ; Establish evidence-based awareness and look for evidence to observe; guide teachers to carry out professional cooperation through institutional guidance, cultural cultivation and introduction of experts and scholars to build an evidence-based cooperation support system.