《雷雨》是中学语文教材的重要篇目，在现代文学史上具有独特地位。而学术资源的选择和使用，关系到语文教师专业素养和教学能力的提高，影响着学生学习能力和核心素养的发展。因此，本研究以《雷雨》的资源选用为例，观察并探讨语文教师对学术资源的选择和使用。研究发现，教师主要选择三类学术资源：文本解读类学术资源、理论研究类学术资源和教学指导类学术资源。文本解读类学术资源指的是名家学者的解读观点和研究成果，这类资源为教师展示了一种专业的文本解读范式，并体现出浓厚的人文精神；理论研究类学术资源指的是文学和语言学方面的理论，作为元认知层面的上位指引，为教师解读课文提供了新的视角；教学指导类学术资源主要包括主题阐释、人物形象、艺术鉴赏三大内容，这类资源对教师的文本解读和教学设计具有导向作用。总的来说，教师选择和使用学术资源，其现实动因是语文教学中的实然困境，内在动因是学生语文素养的提升和教师专业能力的发展，倾向特点是理论化倾向和名家化倾向。其间存在的主要问题是忽视学情、脱离文本、缺乏转化、忽略生成。对此，本研究提出的改进建议是：“三接轨”，与学生接轨，与文本接轨，与课堂接轨；“两建构”，建构一个以语文学科为坐标的学术资源库和建构一个以教学实践为内核的课程资源库；“一完善”，不断完善教师的知识结构。最终得出教师在选择和使用学术资源时的关键要义：教师专业素养的积淀是学术资源有效选择的基本起点，课堂教学设计的优化是学术资源有效转化的重要保障，学生阅读素养的提升是学术资源有效使用的价值定位。

Thunderstorm is an important article in middle school Chinese textbook and has a unique position in the history of Chinese contemporary literature. The selection and use of academic resources are related to the improvement of Chinese teachers' professional quality and teaching ability, and affect the development of students' learning ability and Core literacy. Therefore, this study takes the resource selection of Thunderstorm as an example to observe and explore the selection and use of academic resources done by Chinese teachers. The study found that teachers mainly choose three types of academic resources: academic resources for text interpretation, academic resources for theoretical research and academic resources for teaching guidance. Text interpretation academic resources refer to the interpretation viewpoints and research results of famous scholars. These resources show teachers a professional text interpretation paradigm and reflect a strong humanistic spirit. Theoretical research academic resources refer to theories in literature and linguistics. As an upper-level guide at the meta cognitive level, they provide teachers with a new perspective for interpreting texts. Teaching guidance academic resources mainly include the theme interpretation, the character image, and the art appreciation. These resources play a guiding role in teachers' text interpretation and instructional design. In general, teachers’ selection and use of academic resources are motivated by the real dilemma in Chinese teaching, and its internal motivation is the improvement of students' Chinese literacy and teachers' professional ability. The tendencies are characterized by theorizing tendencies and celebrity tendencies. The main problems are ignoring the learning situation, breaking away from the text, lack of transformation, and ignoring generation. In this regard, this study proposes the following suggestions. First of all, focus on students, the texts and the class. Secondly, construct an academic resource based on Chinese subject and a curriculum resource based on educational practice. Thirdly, improve the knowledge structure of teachers. The study prescribes to the belief that the accumulation of teachers' professional literacy is the basic starting point of the effective selection of academic resources. Besides, the optimization of classroom teaching design is an important guarantee for the effective transformation of academic resources. And the improvement of students' reading literacy is the value orientation for the effective use of academic resources.