试题命制能力是教师必备的专业能力，核心素养导向的试题命制工作对教师命题提出了较高的要求。已有研究发现，合作命题是提升教师命题水平、促进教师专业发展的重要途径，然而，当前对合作命题的研究多聚焦于命题能力提升这一显性成果，对于合作命题过程中教师的真实体验等深层次内容尚缺乏深入探讨。现象学的视角为深入剖析教师合作命题提供了独特的切入点。因此，本研究旨在采用现象学的方法，回归到合作命题过程本身，了解中学信息技术教师在合作命题过程中的真实体验，展现其合作命题的呈现方式，探索其合作命题过程中的影响因素和合作命题对中学信息技术教师的影响，为优化中学信息技术教师合作命题过程提供建议。
       本研究采用了教育现象学的研究方法，通过现场观察、小组团体访谈和一对一半结构化访谈的方式收集了中学信息技术教师在合作命题过程中的体验，形成教师体验文本并提炼主题，再进行整体分析，对教师体验进行总结和意义挖掘。
       本研究得出以下结论：
       在合作命题对教师的影响方面，合作命题增加了教师对试题命制的多方面理解和实践，引发了参与教师对自身教学实践和专业能力的深入反思，教师们能够将合作命题收获迁移至其他教学环节。未参与合作命题的信息技术教师可以自主形成合作命题团体，定期开展合作命题，将合作命题作为信息技术教研形式的补充。
       在合作命题的体验方面，信息技术教师因新鲜感而参与合作命题，整体感受轻松愉悦，偶有负面体验，如前期因经验不足或未理解消化而感到不适应，过程中感受到高要求带来的困难，后期由于时间较长引发负面情绪。在参与过程中，教师们对合作命题活动的情感发生积极转变，体验到合作命题的价值。在态度看法上，中学信息技术教师在合作命题活动中有积极的自我认知和正向的他人评价，肯定合作命题的价值但又反对其常态化，对命题成果的评价存在差异。
       在合作命题的呈现方式方面，信息技术教师能够根据团队特征自发形成适合团体的合作方式，参与合作的行为方式主要表现为“圆桌型”，有时也呈现为“中心辐射型”或“直线型”。教师们并未形成严格的分工，也未进行内部分组。教师能真实参与到合作命题活动中，并表现出高度负责的态度。合作命题中的 “冷场”是思路梳理与观点整合的契机，“沉默”可能代表回避问题、不认同或对人际关系的觉察等不同状态。
       合作命题过程受多种因素影响。活动的前期准备是中学信息技术教师顺利达成命题合作的基础。教师的性格特征、教龄以及面对的学生群体等因素都会在一定程度上影响教师在合作命题中的行为表现。教师之间相识且共研的社会关系以及合作命题活动中特定角色的存在与否也会对合作命题的效果产生不同程度的影响。教师将合作命题和考试命题割裂看待的认识偏差会降低试题质量，削弱合作命题的应有价值。
       为优化合作命题过程，教师应先掌握命题相关理论知识再进行实践，克服合作顾虑，并根据命题实际调整命题难度。组织者在选择成员时应注重多样化，邀请命题专家以“观察员”角色参与，开展培训时应提供教师需要的内容，并为教师吸收内容预留充足时间。

       The development of test questions is an essential professional ability for teachers, and the creation of test questions guided by core literacy imposes high demands on teachers’ proposition skills. Existing research has found that collaborative proposition is an important approach to enhancing teachers’ proposition skills and promoting their professional development. However, current studies on collaborative proposition mostly focus on the explicit outcome of improving proposition skills, while there is a lack of in-depth exploration of teachers’ authentic experiences during the process of collaborative proposition. The perspective of phenomenology provides a unique entry point for deeply analyzing teachers’ collaborative proposition. Therefore, this study aims to adopt a phenomenological approach, returning to the process of collaborative proposition itself, to understand the authentic experiences of secondary school IT teachers in the process of collaborative proposition, reveal the presentation modes of their collaborative proposition, explore the influencing factors in the process of collaborative proposition and the impact of collaborative proposition on secondary school IT teachers, and provide suggestions for optimizing the process of collaborative proposition among secondary school IT teachers.
       This study adopts the research method of educational phenomenology, collects the experiences of secondary school IT teachers in the process of collaborative proposition through on-site observation, group interviews, and one-on-one semi-structured interviews, forms teacher experience texts and extracts themes, and then conducts an overall analysis to summarize and explore the significance of teachers' experiences.
       This study draws the following conclusions:
       In terms of the impact of collaborative proposition-making on teachers, it has enhanced teachers' comprehensive understanding and practice of test proposition-making, triggering profound reflections on their own teaching practices and professional capabilities. Teachers are able to transfer the gains from collaborative proposition-making to other teaching aspects. Information technology teachers who have not participated in collaborative proposition-making can independently form proposition-making groups, conduct regular collaborative proposition-making activities, and use it as a supplement to information technology teaching and research.
       In terms of the experience of collaborative proposition, IT teachers participate in collaborative proposition due to freshness, feeling relaxed and pleasant overall, with occasional negative experiences such as discomfort due to lack of experience or understanding in the early stage, difficulties brought by high requirements during the process, and negative emotions triggered by the long duration in the later stage. In the process of participation, teachers experience a positive transformation in their emotions towards collaborative proposition activities and experience the value of collaborative proposition. In terms of attitude and perception, secondary school IT teachers have positive self-cognition and positive evaluation of others in collaborative proposition activities. They affirm the value of collaborative proposition but oppose its normalization, and there are differences in the evaluation of proposition outcomes.
       In terms of the presentation modes of collaborative proposition, secondary school IT teachers can spontaneously form suitable cooperation modes based on team characteristics. The behavior modes of participation in collaboration mainly manifest as "roundtable type", sometimes presenting as "central radiation type" or "linear type". Teachers do not form strict divisions of labor or internal groupings. Teachers can truly participate in collaborative proposition activities and demonstrate a highly responsible attitude. The "cold field" in collaborative proposition is an opportunity for sorting out ideas and integrating views, while "silence" may represent different states such as avoiding problems, disagreement, or perception of interpersonal relationships.
       The process of collaborative proposition-making is influenced by various factors. The preliminary preparation of the activity is the foundation for middle school information technology teachers to successfully achieve proposition collaboration. Factors such as teachers' personality traits, teaching experience, and the student groups they face will all affect their behavior in collaborative proposition-making to a certain extent. The social relationship between teachers who know each other and conduct research together, as well as the presence or absence of specific roles in collaborative proposition-making activities, will also have varying degrees of influence on the effectiveness of collaborative proposition-making. Teachers' cognitive bias of viewing collaborative proposition-making and examination proposition-making separately will reduce the quality of test questions and weaken the inherent value of collaborative proposition-making.
       To optimize the process of collaborative proposition, teachers should first master the relevant theoretical knowledge of proposition before practicing, overcome collaborative concerns, and adjust the difficulty of tasks based on the actual situation of proposition. Organizers should focus on diversity when selecting members, invite proposition experts to participate as "observers", provide teachers with the content they need during training, and reserve sufficient time for teachers to absorb the content.