在建设高质量教师队伍时代背景下，如何促进在职教师的持续学习是教师研究领域的核心议题。在诸多教师专业发展途径中，专业学习共同体被视为教师学习的理想场所和最具潜力的途径。回顾已有研究，教师在专业学习共同体中究竟如何学习，至今仍是理论研究中的黑箱，既是当前研究的薄弱之处也是未来研究的发展趋势。

本研究将恩格斯托姆提出的第三代文化历史活动理论作为理论基础，根据研究问题和研究需要构建相应的理论框架。将教师在专业学习共同体中的学习视为一个活动系统，不同教师在活动系统的主体、客体、中介工具、规则与劳动分工、共同体等要素上呈现不同特征，且有着不同的矛盾浮现与解决过程，以此分析教师在教研组中的参与经历、学习过程和学习结果。以北京市一所优质公办幼儿园为研究田野，选择其中两个具备专业学习共同体特征的园本教研组作为个案、15名教师作为研究对象，采用质性研究范式中的个案研究路径，综合运用参与式观察、深度访谈、实物收集等方式收集资料，并采用三级编码方式对数据进行归纳分析，分析不同教师在专业学习共同体中的参与经历、学习过程和学习结果，并基于此对中国情境下的教师专业学习共同体特征作出反思和讨论。

研究发现，根据教师在教研组中参与经历、学习过程、学习结果上呈现的不同特征，教师在教研组中的学习可以类型化为四种典型样态。包括：一，指导者的学习样态。其参与经历表现为多层活动目标、攘外安内式的规则与劳动分工。学习过程表现为多个活动系统构成的网络中的矛盾浮现与解决。学习结果表现为纵向专长与横向专长的双维发展，纵向专长表现为反思、批判共享技艺库，横向专长表现为领导力的进一步发展。其学习本质是在由多个系统构成的系统网络情境中通过领导他人来学习。二，引领者的学习样态。其参与经历表现为双阶活动目标、承上启下式的规则与劳动分工。学习过程表现为单一活动系统中的矛盾浮现与解决。学习结果表现为纵向专长与横向专长的双维发展，纵向专长表现为梳理、建构共享技艺库，横向专长表现为领导力的初步发展。其学习本质是在共同体情境中通过领导他人学习来学习。三，跟随者的学习样态。其参与经历表现为单一活动目标、任务驱动式的规则与劳动分工。学习过程表现为个人子系统中的矛盾浮现与解决。学习结果表现为纵向专长的单维发展，即吸收、接受共享技艺库。其学习本质是外在制度文化推动与内在动机结合下的基础性学习。四，游离者的学习样态。其参与经历表现为被动活动目标、边缘式的规则与劳动分工。学习过程表现为个人子系统层面的矛盾浮现与解决。学习结果表现为纵向专长的单维发展，即接触、了解共享技艺库。其学习本质是外在结构性因素与文化性因素推动下的保底性学习。

最后，本研究围绕专业学习共同体中教师学习样态的全景式图谱建构、不同学习类型的影响因素与发展轨迹、中国式专业学习共同体的独特特征建构与已有文献进行对话，并进一步发展相关的学术讨论。本研究创新性地探讨了专业学习共同体内部发生的多种学习类型，特别是关注了跟随者和游离者作为共同体中普通的大多数是如何进行学习的、引领者和指导者作为共同体中的领导者又是如何进行学习的，揭示了教师在共同体中如何学习这一黑箱。认为教师在专业学习共同体中的学习过程是教师作为主体在多样化的活动目标下运用多种教研活动工具，在差异化的规则与劳动分工中解决多层次矛盾的过程，最终实现梯度化的学习结果。此外，本研究还基于本土情境对专业学习共同体理论进行进一步发展，提出中国式教师专业学习共同体的独特特征。本研究可以为政策制定者、教研组织者、教研参加者提供一定的实践启示，同时，本研究的不足与局限也为未来研究提供了展望的方向。

In the context of constructing high-quality teacher staff, how to promote continuous learning of in-service teachers is a core issue in teacher research field. Among various ways of teacher professional development, professional learning community has been seen as the most potential approach. However, how teachers learn in PLCs (short for professional learning community) is still a black box.

Adopting qualitative research paradigm and case study approach, this study selects two teaching research groups (which can be seen as professional learning communities) embeded in a high-quality public kindergarten in Beijing as cases, and explores the participation process, learning process and learning outcomes of teachers in PLCs. Data were collected through participatory observation, in-depth interviews, and artifacts collection. Using the framework of cultural-historical activity theory, based on the components of activity systems, such as subject, object, mediating tool, rules and division of labor, community and contradiction, the study generalizes four typical learning patterns.

The findings show that teacher learning in PLCs can be categorized into four typical patterns. Firstly, the learning pattern of instructors. Its participation experience is manifested as multi-layer activity goals, inside and outside bridged rules and division of labor. Its learning process is to solve contradictions emerged in the network of multiple activity systems. Its learning outcome results in the development of two-dimensional expertise, and the essence of its learning is learning by leading in a network composed of multiple systems. Secondly, the learning pattern of facilitators. Its participation experience is manifested as double-order activity goals, up and down connected rules and division of labor. Its learning process is to solve contradictions emerged in a single activity system. Its learning outcome result in the development of two-dimensional expertise, and the essence of its learning is learning by leading in a community. Thirdly, the learning pattern of followers. Its participation experience is manifested as a single activity goal, task-driven rules and division of labor. Its learning process is to solve contradictions emerged in individual subsystems. Its learning outcome is one-dimensional expertise development, and the essence of its learning is a type of basic learning facilitated by both external structural, cultural promotion and internal motivation. Fourthly, the learning pattern of lukers. Its participation is manifested as passive activity goals, dissociative rules and division of labor. Its learning process is to solve contradictions emerged in individual subsystems. Its learning outcome is one-dimensional expertise development, and the essence of its learning is a bottom line-guaranteed learning driven by external structural factors and cultural factors.

Finally, a panoramic map of teacher learning in PLCs, the influencing factors and development trajectory of different learning patterns, and the unique characteristics of Chinese-version PLCs are discussed. This study innovatively explores the multiple learning types that occur within a PLC, especially how the followers and lukers learn, who are the ordinary ones in a PLC, and how the facilitators and instructors learn, who are the leaders in a PLC. In addition. This study also further develops the theory of PLC based on the local context, and proposes some unique characteristics of Chinese-version PLCs. This study can provide practical enlightenments for policy makers, organizers of PLCs and participants of PLCs, and the limitations of this study can also provide prospective directions for future researches.