提升偏远地区教师队伍的专业素养是教育扶贫在后扶贫时期的一项重要工作。网络教研为促进落后地区的教师专业发展提供了一种行之有效的方式，且被广泛应用于各地实践。然而目前的远程学习与培训方式大多遵循教育理论、知识和方法体系学习的理论逻辑，忽视了对教师所处的复杂实践情境的关注，难以满足教师的个性化需求。因此，本研究基于教师专业发展的实践逻辑，意图利用网络辐射优质师资资源，构建基于网络的跨区域教师同伴指导教研模式并检验模式的实施效果。

1. 构建了实践逻辑导向的基于网络的跨区域教师同伴指导教研模式

本研究基于教师实践性知识与协同知识建构理论，结合偏远地区教师的现实需求，经过实践应用与优化改进，最终构建出基于网络的跨区域教师同伴指导教研模式。本模式遵循实践逻辑与知识发展逻辑，基于被指导教师的教学全过程展开，在视频直播与一对一交流技术的支持下，以一对一远程结对教研为主，群体研讨为辅，及时解决教师的真实问题与现实需求，并汇集生成性资源，实现群体智慧的协同创生与个体知识的建构与进化，从而探索出一种能够可持续、易推广、广覆盖的教研互助帮扶模式。

2. 揭示了同伴对话内在机理，验证了模式效果

在模式效果评价方面，本论文打破已有研究仅关注“结果性”数据验证的局限性，一方面基于双方过程对话数据挖掘指导和生成的内在机理，追踪、阐释辅导的发生过程，理解模式是否以及如何支持被指导教师的专业发展，另一方面利用问卷调研、访谈验证教师参与远程教研后的整体获得。

（1）基于语文学科同伴过程对话编码和分析，剖析指导教师扮演的指导角色与提供的支持，及指导教师的指导角色、支持维度与被指导教师知识生成间的关系：在同伴指导过程中，指导教师体现了以权威者为主，发起者、鼓励者和建议者为辅的四种指导角色，提供了包括学术支持、实践知识、理念支持、心理支持、批判性支持和资源支持在内的多种个性化支持；指导教师的指导角色依附于双方教师的交流内容，当指导教师发起话题、采用指令式指导、交流与教学相关的内容时，更易促使被指导教师生成推论性知识。

（2）基于问卷分析、访谈方法，从TPACK知识的增长和教师对模式的满意度验证了教研模式最终效果：双方教师对教研活动的开展均持满意的态度；被指导教师感受到来自指导教师的专业支持、心理支持与模范带动作用，TPACK知识水平获得全面提升；指导教师实现个人价值，专业素养得到了进一步提高。

3. 揭示了跨区域教师远程教研模式效果相关影响因素

基于扎根理论分析两地区教师的访谈资料，探索了跨区域教师远程结对教研效果的四层次影响因素模型，揭示了双方教师交流所在时空、区域社会文化、学校组织和个体层面均对同伴指导过程与在线教研满意度造成影响，进而影响偏远地区教师的专业成长。

To improve the professional quality of teachers in remote areas is an important task in the post-poverty alleviation period. Web-based teaching research provides an effective way to promote the professional development of teachers in backward areas and is widely used in practice. However, the current distance learning and training methods mostly follow the theoretical logic of educational theory, knowledge and method system learning, and ignore the attention to the complex practical situation teachers are in, which is difficult to meet the individualized needs of teachers. Therefore, based on the practical logic of teacher professional development, this study intends to construct a cross-regional teachers’ peer mentoring model based on network by radiating high-quality teacher resources.

1. The model of practice-logic-oriented cross-regional teacher’s online peer mentoring model is constructed

Based on the theory of teachers’ practical knowledge and collaborative knowledge construction, combined with the practical needs of teachers in remote areas, the research model of cross-regional teachers’ online peer guidance is constructed through practical application and optimization. Following the logic of practice and the logic of knowledge development, the model is based on the whole teaching process of the instructor, supported by live video broadcasting and one-to-one communication technology, with one-to-one long-distance pair teaching and research as the main support, and group discussion as the auxiliary, the real problems and needs of teachers should be solved in time, and generative resources should be collected to realize the co-creation of collective wisdom and the construction and evolution of individual knowledge. Then a sustainable, easy to spread and cover the teaching and research of mutual help model was explored.

2. This paper reveals the internal mechanism of peer dialogue and validates the effect of the model

In the aspect of model effect evaluation, this paper breaks the limitation of previous research which only focuses on result data validation. On the one hand, based on the process dialogue data of two teachers, this study excavates the inner mechanism of mentoring and generation, tracks down and explains the process of mentoring, understands whether and how the model supports the professional development of the supervised teachers. On the other hand, questionnaires and interviews are used to verify the overall gains of teachers after participating in distance teaching and research.

(1) Based on the coding and analysis of peer process in Chinese subject, the guiding role and support provided by the instructor are analyzed, in the process of peer mentoring, the instructor embodies four kinds of guiding roles. The role of imperator is dominant, while that of advisor, initiator and encourager is subsidiary. It provides a variety of personalized support including academic support, practical knowledge, conceptual support, psychological support, critical support and resource support. The mentoring role is attached to the content of the communication between the two teachers. Teachers in remote areas are more likely to generate inferential knowledge when mentor initiates topics, uses instruction, and communicates teaching-related content. 

(2) Based on the questionnaire and interview, the ultimate effect of teaching research model is verified by the growth of TPACK and the satisfaction of teachers to the model. Teachers from two areas are satisfied with the teaching and research activities. Teachers in remote areas felt the professional support, psychological support and role model from the mentor, and the TPACK knowledge level was promoted in an all-round way.

3. This paper reveals the related factors of the effect of the model of trans-regional teacher distance teaching and research

Based on the grounded theory, this paper analyzes the interview data of teachers in two regions, and explores the four-level influential factor model of trans-regional teachers’ distance pair-up teaching research effect. It reveals that the time and space of teachers’ communication, regional social culture, school organization and individual level all affect peer guidance process and online teaching research satisfaction, and then affect teachers’ professional growth in remote areas.