教师协作备课作为教师教研的一种典型活动形式，是教师学习和专业发展的 重要途经。随着网络技术、信息技术的不断发展，计算机支持的教师在线协作备课成为教师协作备课的新方式，在线的协作备课能够有效帮助教师们克服时空的障碍，打造共同构建知识和经验的共享空间。然而，相关研究仍表明，教师在线协作备课仍然存在交流互动不足、转化生成不足，以及思想碰撞不足的问题和挑战。

近年来，计算机支持的协作学习的研究领域越来越重视群体感知的作用。通过群体感知工具的支持，在线协作群体中的个体能够共享、感知群体中的信息、见解和行为动态。大量的实证研究表明，群体感知工具具备促进群体深度且平等的参与、促进知识的共同建构、强化群体的社会交互，以及促进良好的协作氛围的教育效益。因此，群体感知工具有潜力提升教师在线协作备课的质量，成为解决教师在线协作备课交流互动不足、转化生成不足，以及思想碰撞不足的有效手段。

目前，群体感知工具相关的研究主要集中在以学生群体为代表的在线协作学习领域，而针对教师群体的在线协作备课的研究相对比较匮乏。因此，本研究依托于智慧教研平台，主要开展了下述两个方面的理论和实践探索。1、面向教师在线协作备课的群体感知工具理论框架模型的构建和实现。从教师在线协作备课的具体场景及其对群体感知工具设计要求出发，基于分布式认知、社会比较、调节学习等理论基础及启示，构建了包括行为群体感知工具、社会群体感知工具、认知群体感知工具和情感群体感知工具的理论框架模型。并基于本研究构建的理论框架模型，进行了可视化设计，并设计和开发了相关群体感知工具，总结了该工具特征与应用建议：工具设计深度耦合教师在线协作备课应用场景、以群体感知工具促进教师的深度参与和交互、以群体感知工具引导教师协同修改教学设计，并实现共享学习。2、面向教师在线协作备课的群体感知工具的应用效果验证。本研究基于构建和实现的面向教师在线协作备课的群体感知工具，设计与实施了准实验，通过开展群体感知工具支持下的教师在线协作备课活动，从教师的协作参与、教学反思和教学设计能力，以及教师的自我感知情况，进行了群体感知工具应用效果的对比验证，分析表明：（1）群体感知工具的支持促进了群体交互。具体表现为实验组教师自我感知的参与度水平、自我效能感、共享调节水平更高，教师的教学反思调节类型中共享调节和合作调节类型更多；（2）群体感知工具的支持促进了群体学习。具体表现为实验组教师和对照组教师在在线协作备课过程中知识建构层次存在差异，实验组教师的知识建构层次分布更有可能促进群体进一步交流和思维碰撞，激发了群体智慧和个体知识的双重发展；（3）促进群体生成。体现在群体感知工具促进教师实践性知识生成，促使深度反思，激发实践智慧。具体表现为实验组和对照组在自我报告教学设计能力及其教学设计得分均有显著性差异，知识建构层次分布更倾向于促进教师群体智慧转化落实教学实践，而在反思调节内容上，实验组教师更能围绕与小组绩效密切相关的认知内容开展。此外，实验组教师教学反思水平更高，更能引用合理的原则或理论，并能在更高层面上，考虑到背景因素。 本研究一方面拓展了群体感知工具在在线协作场景中的应用，另一方面，通过提供来自群体感知研究领域的创新化解决方案，解决了教师在线协作备课的现存问题，提升了教师在线协作备课质量。为后续研究持续探索应用群体感知工具支持教师在线协作备课，奠定了一定的理论和实践基础。

As a typical activity form of teachers 'teaching research, teachers 'collaborative lesson preparation is an important way of teachers 'learning and professional development. With the continuous development of network technology and information technology, computer-supported online collaborative lesson preparation has become a new way for teachers to collaborate on lesson preparation. Online collaborative lesson preparation can effectively help teachers overcome the barriers of time and space, and create a shared space for building knowledge and experience together. However, related studies still show that there are still problems and challenges of insufficient communication interaction, insufficient transformation generation, and insufficient collision of ideas in online collaborative lesson preparation.

In recent years, the research field of computer supported collaborative learning has paid more and more attention to the role of group awareness. With the support of group awareness tools, individuals in online collaborative groups are able to share and perceive information, insights and behavior dynamics in the group. A large number of empirical studies have shown that group awareness tools have the educational benefits of promoting deep and equal participation of groups, promoting joint construction of knowledge, strengthening social interaction of groups, and promoting a good collaboration atmosphere. Therefore, group awareness tools have the potential to improve the quality of teachers 'online collaborative lesson preparation, and become an effective means to solve the lack of communication and interaction, transformation and generation, and the lack of collision of ideas.

At present, the research related to group awareness tools mainly focuses on the field of online collaborative learning represented by student groups, while the research on online collaborative lesson preparation for teacher groups is relatively scarce. Therefore, relying on the intelligent teaching and research platform, this study mainly carried out the theoretical and practical exploration of the following two aspects. 1. The construction and implementation of the theoretical framework model of group awareness tool for teachers 'online collaborative lesson preparation. Starting from the specific scenario of teachers 'online collaborative lesson preparation and its requirements for the design of group awareness tools, based on the theoretical basis and enlightenment of distributed cognition, social comparison and regulated learning, this paper constructed a theoretical framework model including behavioral group awareness tools, social group awareness tools, cognitive group awareness tools and emotional group awareness tools. Based on the theoretical framework model constructed in this study, the visualization design is carried out, and the related group awareness tool is designed and developed. The characteristics and application suggestions of the tool are summarized. The tool design deeply coupled the application scenarios of teachers 'online collaborative lesson preparation, promoted teachers 'deep participation and interaction with the group awareness tool, guided teachers 'collaborative modification of teaching design with the group awareness tool, and realized shared learning. 2. The verification of the application effect of the group awareness tool for teachers 'online collaborative lesson preparation. Based on the construction and implementation of the group awareness tool for teachers 'online collaborative lesson preparation, this study designed and implemented a quasi-experiment. Through carrying out teachers 'online collaborative lesson preparation activities supported by the group awareness tool, the application effect of the group awareness tool was compared and verified from teachers 'collaborative participation, teaching reflection and teaching design ability, as well as teachers 'self-perception. The analysis shows that: (1) the support of group awareness tools promotes group interaction. Specifically, teachers in the experimental group had higher levels of self-perceived participation, self-efficacy and shared regulation, and more types of shared regulation and cooperative regulation in the types of teachers 'teaching reflection regulation. (2) the support of group awareness tools promotes group learning. Specifically, there were differences in the knowledge construction levels between the experimental group and the control group in the process of online collaborative lesson preparation. The knowledge construction level distribution of the experimental group teachers was more likely to promote further group communication and thinking collision, and stimulate the double development of group wisdom and individual knowledge. (3) Promote group generation. It is reflected in the group awareness tools to promote teachers' practical knowledge generation, promote deep reflection, and stimulate practical wisdom. Specifically, there were significant differences between the experimental group and the comparison group in the self-reported instructional design ability and the scores of instructional design. The distribution of knowledge construction levels was more inclined to promote the transformation of teachers 'collective wisdom to implement teaching practice, and the experimental group teachers were more able to carry out the reflection regulation content around the cognitive content closely related to group performance. In addition, teachers in the experimental group had a higher level of teaching reflection, were more able to cite reasonable principles or theories, and could take background factors into account at a higher level.

On the one hand, this research expands the application of group awareness tools in online collaboration scenarios. On the other hand, by providing innovative solutions from the field of group awareness research, it solves the existing problems of teachers 'online collaborative lesson preparation and improves the quality of teachers 'online collaborative lesson preparation. It lays a certain theoretical and practical foundation for the subsequent research to continue to explore the application of group awareness tools to support teachers 'online collaborative lesson preparation.