为响应新时代政策号召，推动落实课程教学变革，小学教师应成为主动的终身学习者，开展持续稳定地校本学习。这关系着小学教师队伍整体的专业素养发展和学校教育教学工作的组织绩效提升，是新时代提升教师队伍质量、创新教师发展模式的重要着力点。  

本研究基于全视角学习理论与学习环路模型，采用质性研究范式的个案研究路径，以Z校教师项目式学习素养提升工程为田野点，通过参与式观察、实物收集和半结构化访谈等手段获取研究数据。研究分析了我国本土小学教师校本学习的情境与过程，探讨小学教师校本学习的困境与成因，并据此提出相应的助推策略。研究发现：

小学教师校本学习的情境包含教研组成员人际互动的直接情境和学校层面社会性情境的规范与结构，Z校教师项目式学习素养工程，为本研究小学教师校本学习项目式学习提供了具体任务情境，包括：学校基于项目式学习的整体规划、以校为本的项目式学习培训工作坊以及跨学科的教师群体合作。

小学教师校本学习的过程是教师立足学校真实的教育教学问题，在心智获得、群体互动、环境互动中主动使得自身知识、理念、能力、身份认同方面产生持续地积极变化，并不断完善学校原有教育教学实践的过程。小学教师校本学习依次经历如下五个过程：在培训工作坊中根据新任务，激活经验，内化新知识，奠定小学教师校本学习的认知基础与学习心向；做中学，在教学实践中实现对学习内容的结构化与情境化；创造性解决教学实践问题，基于学生表现对教学开展反思性实践，生成对学习内容的个性化理解；教师通过在学科教研组、跨学科教研组中的群体互动、知识共享，调适个人实践模式；学校层面开展教师集体的学习导向型复盘，提炼对学习结果的校本共识。教师个体的校本学习结果与群体学习结果间相互依赖、转化，最终成为学校层面教学实践改进成果。

小学教师校本学习的困境表现为教师个体层面的身份认同困境、在教研组中的人际互动困境以及在学校层面的支持机制困境。本研究为赋能小学教师校本学习，促进教师项目式学习素养的高水平发展与学校教育教学质量提升，针对小学教师校本学习的实际困境，在教师直接学习情境与社会学习情境层面形成整体性的优化合力，提出相应的助推策略。教师个人层面应主动追求校本学习成果的多元效益，建立个人专业成长与学校发展愿景间的价值联结；在教研组层面重点关注教研组长的角色责任，构建流动的学习领导实践并促进跨学科教师间形成整体性地教学问题探究域，建立情理互启的学习文化；在学校支持层面着力构建以个性化服务、凸显教师学习主体性、研-学-用深度融合为特征的小学教师校本学习支持平台。

In order to respond to the policy call of the new era and promote the implementation of curriculum teaching reform, primary school teachers should become active lifelong learners and carry out continuous and stable school-based learning. This is related to the development of the overall professional quality of the primary school teachers and the improvement of the organizational performance of school education and teaching work, and is an important focus of improving the quality of the teacher team and innovating the teacher development model in the new era.

Based on the all-perspective learning theory and learning loop model, this study adopts the case study path of qualitative research paradigm, takes the project-based learning literacy improvement project of teachers in Z School as the field point, and obtains research data through participatory observation, physical collection, semi-structured interview and other means. This paper analyzes the situation and process of school-based learning for primary school teachers in China, probes into the difficulties and causes of school-based learning for primary school teachers, and puts forward the corresponding boosting strategies accordingly. The study found:

The context of school-based learning for primary school teachers includes the direct context of interpersonal interaction among members of the teaching and research group and the norms and structure of school-level social context. The project-based learning literacy project for teachers in School Z provides specific task contexts for project-based learning for primary school teachers in this study, including: The school's overall planning based on project-based learning, school-based project-based learning training workshops and interdisciplinary teacher group cooperation.

The process of school-based learning for primary school teachers is a process in which teachers, based on the real education and teaching problems of the school, take the initiative to make continuous positive changes in their own knowledge, ideas, abilities and identities in the process of mental acquisition, group interaction and environment interaction, and constantly improve the original education and teaching practice of the school. The school-based learning of primary school teachers goes through the following five processes: activating experience and internalizing new knowledge according to new tasks in the training workshop, laying the cognitive foundation and learning orientation of primary school teachers; Learn by doing, and realize the structure and contextualization of learning content in teaching practice; Creatively solve teaching practice problems, carry out reflective teaching practice based on students' performance, and generate personalized understanding of learning content; Through group interaction and knowledge sharing in discipline teaching and research group and interdisciplinary teaching and research group, teachers can adapt their individual practice mode; At the school level, teachers' collective learn-oriented review is carried out to extract school-based consensus on learning outcomes. The results of individual school-based learning and group learning are interdependent and transformed, and finally become the improvement results of teaching practice at the school level.

The predicament of school-based learning for primary school teachers is embodied in the identity dilemma at the individual level, the interpersonal interaction dilemma in the teaching and research group and the support mechanism dilemma at the school level. In order to empower primary school teachers' school-based learning, promote the high-level development of teachers' project-based learning literacy and improve the quality of school education and teaching, this study aimed at the actual predicament of primary school teachers' school-based learning, formed an overall optimization force at the level of teachers' direct learning situation and social learning situation, and proposed corresponding boosting strategies. At the individual level, teachers should actively pursue the multiple benefits of school-based learning outcomes, and establish the value connection between personal professional growth and school development vision. At the level of teaching and research group, focus on the role and responsibility of teaching and research group leaders, build a mobile learning leadership practice, promote the formation of a holistic teaching problem exploration field among interdisciplinary teachers, and establish a learning culture of common sense and mutual inspiration; At the school support level, efforts are made to build a school-based learning support platform for primary school teachers, which is characterized by personalized service, highlighting teachers' learning subjectivity, and deep integration of research-learning-application.