随着教育改革的不断推进与教育反思的持续发展，基于证据的教育理念逐渐受到教育界的关注，越来越多的研究者认识到由经验转向循证的教育理念将有助于促进教育的科学化和专业化。在我国，教研员是基础教育保障体系中的重要基石，担负着指导教师、促进教师发展的重要职责，教研员循证指导素养的提升将有助于教师队伍的专业发展，从而推动高质量教育体系的建设。本研究聚焦于区县中小学数学教研员，旨在探究中小学数学教研员应当具备的循证指导素养的结构与要素，并结合理论模型展开实证研究，探索区县中小学数学教研员的循证发展现状、揭示问题并提出发展对策。

针对研究出发点，本研究以“中小学数学教研员循证指导素养的指标体系”为研究主题，提出三个研究问题：1.在基于证据的教学指导中，中小学数学教研员应该具备怎样的循证指导素养？具体包含哪些要素？它们彼此之间有何关系？2.我国当前的区县中小学数学教研员群体实际具备的循证指导素养是怎样的？3.针对当前的区县中小学数学教研员循证指导素养现状，该如何有效促进数学教研员循证发展？

围绕上述研究问题，本研究采取质性研究和量化研究相结合的范式，通过文献分析、专家论证等方法建立中小学数学教研员循证指导素养的指标体系，并通过问卷调查和访谈调查的方式了解区县中小学数学教研员循证发展现状。最终构建的中小学数学教研员循证指导素养的指标体系包含数学教研员职业胜任力、循证指导知识、循证指导能力、循证指导情意四个一级指标和14个二级指标。根据构建的指标体系，通过问卷星以线上问卷的形式调查了北京、黑龙江、山东、河南、陕西、四川、广东等地区的127名区县数学教研员，发现中小学数学教研员整体循证指导素养发展良好；在分析证据能力、开展循证教研活动的主动性、关于学生的知识以及数学考试评价知识几个二级指标上差距较大；教研员任职学段对其循证发展有一定影响，中学数学教研员的循证指导素养略优于小学教研员。

基于上述研究结果，本研究提出促进区县中小学数学教研员循证发展的几项对策建议：第一，理论与实践双向互动，提升教学指导质量；第二，提高现代化技术能力，高效捕捉与分析证据；第三，打造教研文化，形成循证合作共同体。

With the continuous advancement of educational reform and the continuous development of educational reflection, the concept of evidence-based education has gradually attracted the attention of the education community, and more and more researchers realize that the shift from experience to evidence-based education concept will help promote the scientific and professional education of education. In China, teaching researchers are an important cornerstone of the basic education security system, shouldering the important responsibility of guiding teachers and promoting teacher development, and the improvement of evidence-based guidance literacy of teaching researchers will help the professional development of teachers, thereby promoting the construction of a high-quality education system. This study focuses on mathematics teaching researchers in primary and secondary schools in districts and counties, aiming to explore the structure and elements of evidence-based guidance literacy that mathematics teaching researchers in primary and secondary schools should have, and to carry out empirical research based on theoretical models to explore the current situation of evidence-based development of mathematics teaching researchers in primary and secondary schools in districts and counties, reveal problems and propose development countermeasures.

In view of the starting point of the research, this study takes "the index system of evidence-based guidance literacy of primary and secondary school mathematics teaching researchers" as the research theme, and puts forward three research questions: 1. In evidence-based teaching guidance, what kind of evidence-based guidance literacy should primary and secondary school mathematics teaching researchers have? What exactly are included? How do they relate to each other? 2. What is the actual evidence-based guidance literacy of the current group of mathematics teaching researchers in primary and secondary schools in districts and counties in China? 3. In view of the current situation of evidence-based guidance literacy of mathematics teaching researchers in primary and secondary schools in districts and counties, how to effectively promote the evidence-based development of mathematics teaching researchers?

Focusing on the above research questions, this study adopts the paradigm of combining qualitative and quantitative research, establishes an index system of evidence-based guidance literacy of primary and secondary school mathematics teachers teaching researchers through literature analysis and expert argumentation, and understands the evidence-based development status of mathematics teachers and researchers in primary and secondary schools in districts and counties through questionnaire surveys and interview surveys. Finally, the index system of evidence-based guidance literacy of mathematics teaching researchers in primary and secondary schools includes four first-level indicators and 14 second-level indicators of mathematics teachers' professional competence, evidence-based guidance knowledge, evidence-based guidance ability, and evidence-based guidance affection. According to the established index system, 127 district and county mathematics teaching researchers in Beijing, Heilongjiang, Shandong, Henan, Shaanxi, Sichuan, Guangdong and other regions were surveyed in the form of online questionnaires, and it was found that the overall evidence-based guidance literacy of primary and secondary school mathematics teaching researchers developed well. There are large gaps in the ability to analyze evidence, the initiative to carry out evidence-based teaching and research activities, the knowledge about students, and the knowledge of mathematics test evaluation. The evidence-based guidance literacy of secondary mathematics teaching researchers is slightly better than that of primary school teachers.

Based on the above research results, this study puts forward several countermeasures and suggestions to promote the evidence-based development of mathematics teaching researchers in primary and secondary schools in districts and counties: first, two-way interaction between theory and practice to improve the quality of teaching guidance; Second, improve modern technical capabilities to efficiently capture and analyze evidence; Third, build a teaching and research culture and form an evidence-based cooperation community.