在科学技术迅速发展的大数据时代，融合数据、信息等来提高教育科学化水平成为改革的重要导向。随着国际教育实证研究运动的推进，循证理念对我国教育发展的影响逐渐扩大，中国特色的基础教育教学研究制度和教研组织从经验走向循证的转型也正是顺应改革趋势，作为教研活动主体、教师之师——教研员自身的循证素养就是推动循证教育实践的关键所在。而现实中较多语文教师或教研员仍以经验主义教学为主，存在缺少认识和运用科学证据之意识的问题，为提高语文循证教育的工作质量，语文教研员循证素养的培养与发展就是重点任务。

当前对教研员循证素养能力结构的研究较少，因此本研究聚焦于中小学语文教研员，一方面通过厘清维度、要点及其内涵表现来构建循证素养的结构框架，另一方面进行循证素养现状水平的问卷调查。论文由六章构成：

第1章为绪论，阐述了研究缘起、目的和意义，从信息化时代背景、教育改革主要形势和语文教学特点等方面说明了语文教研员提高循证素养的重要性。第2章为文献综述，梳理了国内外相关研究，既了解了循证教育、教研相关信息，又探索了循证素养的有关成果，为循证素养结构框架的构建奠基。第3章讲明了本文的研究问题、研究思路和研究方法。第4章基于文献研读，初步设计了循证素养的理论性结构框架，通过两轮专家意见咨询对其进行修改，提升其科学性和合理性，并最终构建了一个包含循证知识、循证能力、循证情意3个维度以及14项二级要点的中小学语文教研员循证素养的结构框架。第5章基于结构框架设计了调查问卷，结合语文教研员自评和语文教师他评的两个视角，来了解教研员循证素养发展的现实状况。数据显示，当前中小学语文教研员循证素养整体水平较为良好，其中循证情意最强、循证能力在实践中体现较多，但循证知识得分最低。主要问题是：循证相关知识储备和转化有待加强、证据的搜集运用和分析评价能力亟需提升。第6章提出了一些循证素养培养建议，教育行政、教科研部门需重视循证教研，提供制度、文化及物质等多元支持；教研员需转变思维方式、树立循证理念和问题意识，深化理论学习、加强能力锻炼、落实循证教研实践。

In the era of big data with the rapid development of science and technology, the integration of data and information to improve the scientific level of education has become an important guide for reform. With the advancement of the international empirical research movement in education, the influence of evidence-based thinking on the development of basic education in China has gradually expanded. The transformation of the basic education teaching and research system and teaching and research organization with Chinese characteristics from experience to evidence-based is also in line with the reform trend. And as the subject of teaching and research activities, the teacher of teachers, the evidence-based literacy of teaching and research staff is the key to promoting evidence-based practice. In reality, however, many Chinses teachers or researchers are less interested in data, lack awareness of learning and using scientific evidence, resulting in the proliferation of empiricist teaching. In order to improve the quality of evidence-based Chinese education, the cultivation and development of evidence-based literacy of Chinese teaching and research staff is a key task.

At present, there are few studies on the structure of evidence-based literacy of teaching and research staff, so this study focuses on primary and secondary school Chinese teaching and research staff, on the one hand, by clarifying the dimensions, key points and their connotation performance to construct the structural framework of evidence-based literacy, and on the another hand, to conduct a questionnaire survey on the current level of evidence-based literacy. The thesis consists of six chapters:

Chapter 1 is an introduction, which shows the background, purpose and significance of this research, and explains the importance of Chinese teaching and

research staff to improve evidence-based literacy from the aspects of the background of the information age, the main situation of educational reform and the characteristics of Chinese teaching. Chapter 2 is a literature review, combing through relevant research at home and abroad, not only understanding the relevant information of evidence-based education, teaching and research, but also exploring the relevant achievements of evidence-based literacy, laying the foundation for the construction of the structural framework of evidence-based literacy. Chapter 3 explains the research questions, research ideas, and research methods of this paper. Chapter 4 preliminarily designs the theoretical structural framework of evidence-based literacy based on literature research, revises it through two rounds of expert consultation, improves its scientificity and rationality, and finally constructs a structural framework for evidence-based literacy of Chinese teaching and research staff in primary and secondary school, which includes three dimensions of evidence-based knowledge, evidence-based ability, evidence-based affection and 14 secondary points. Chapter 5 designs a questionnaire based on the structural framework, combining the two perspectives of self-evaluation of Chinese teaching and research staff and other evaluation of Chinese teachers to understand the actual situation of evidence-based literacy of teaching and research staff. The data show that the overall level of evidence-based literacy of primary and secondary school Chinese teaching and research staff is relatively good, among which evidence-based affection is the strongest and evidence-based ability is more reflected in practice, but the evidence-based knowledge score is the lowest. The main problems are: the reserve and transformation of evidence-based knowledge need to be strengthened, and the ability of evidence collection, application, analysis and evaluation needs to be improved. Chapter 6 puts forward some suggestions for evidence-based literacy training, and the departments of education administration, teaching and research need to attach importance to evidence-based teaching and research, and provide diversified support such as institutional, cultural and material support. Teaching and research staff need to change their way of thinking, establish evidence-based concepts and problem awareness, and then deepen theoretical learning, strengthen ability training, and implement evidence-based teaching and research practices.