校本教研作为课程改革的支撑系统，在培养教师群体专业能力上发挥着重要作用。目前中学化学校本教研实施现状如何，在校本教研中实施什么模式、策略能够促进教研团体知识协作建构与转化？

为了解决这些问题，本研究主要包含了如下几个研究步骤。

（1）通过梳理相关文献、设计制作问卷及针对性访谈调研，了解目前校本教研、教研模式、团体知识建构与转化的已有研究，总结中学化学校本教研实施现状及存在的问题。

（2）基于团体知识协作建构、团体知识转化SECI模型，梳理促进教研团体知识建构与转化的教研策略，使用文献资料理论论证，同时选取教研活动后教师访谈作为补充论证。

（3）建构促进团体知识建构与转化的校本教研模式，并使用文献资料进行理论论证，围绕校本教研不同任务类型开发出5种应用场景下的子模式。

（4）以建构的促进团体知识建构与转化的校本教研模式和策略为指导，选取燕山地区某中学跨学科教研团队为案例实施相关模式、策略，具体案例设计包括教研活动方案设计、自学单、任务单、模式操作流程及核心策略设计，并进行实证研究，借助合作知识建构层级评价量表和访谈等诊断教师团体知识建构与转化情况，完善优化建构的教研模式与策略。

本研究主要得到以下基本结论：

（1）通过文献和现状调研，发现了目前中学化学校本教研模式在团体知识建构与转化方面存在一定的问题，缺乏集体反思，并且教师教研活动参与度不足，“搭便车”“活动流于形式”“教研主题碎片化”等现象仍有存在。

（2）通过理论分析和实践案例反馈，提出并优化了促进教研团体知识建构与转化的校本教研模式与策略。教研模式主要包含如下几个环节：信息共享、质疑论证、冲突协商、理解整合和知识外化。本研究重点关注的具体策略包括：脚本与支架策略、同伴互评启发策略、责任分工策略、抽象概括与形象思维结合策略、刻意练习策略等。这些策略对促进教研团体知识建构与转化有一定的作用。

As the supporting system of curriculum reform, school-based teaching and research plays an important role in cultivating teachers' professional ability. What is the current situation of school-based chemistry teaching and research in middle school? What models and strategies can be implemented in school-based chemistry teaching and research to promote the construction and transformation of knowledge cooperation in teaching and research groups?

In order to solve these problems, this study mainly includes the following research steps.

(1) By combing relevant literature, designing and making questionnaires and targeted interview research, we understand the existing research on school-based teaching research, teaching research model, group knowledge construction and transformation, and summarize the implementation status and existing problems of school-based teaching research in middle school chemistry.

(2) Based on the SECI model of group knowledge collaboration construction and group knowledge transformation, construct teaching and research strategies to promote the construction and transformation of teaching and research group knowledge, use literature and theoretical demonstration, and supplement the explanation of some teaching and research activities with teacher interviews.

(3) Construct a school-based teaching and research model to promote the construction and transformation of group knowledge, and use literature to conduct theoretical demonstration, and develop five sub-models under different application scenarios based on different task types of school-based teaching and research.

(4) Guided by the established school-based teaching and research model and strategy for promoting group knowledge construction and transformation, design teaching and research cases, including teaching and research activity plan design, self-study list, task list and interview outline design, and conduct empirical research to diagnose the knowledge construction and transformation of teacher groups with the help of cooperative knowledge construction level evaluation scale and interview. Perfect and optimize the construction of teaching and research model and strategy.

The main conclusions of this study are as follows:

(1) Through literature and current research, it is found that the current school-based teaching and research mode of chemistry in middle school has certain problems in the construction and transformation of group knowledge, lack of collective reflection, lack of teachers' participation in teaching and research activities, and the phenomena of "free riding", "activities become mere forms", and "fragmentation of teaching and research topics" still exist.

(2) Through theoretical analysis and practical case feedback, the school-based teaching and research model and strategy for promoting the knowledge construction and transformation of teaching and research groups are proposed and optimized. The teaching and research model mainly includes the following links: information sharing, questioning and argumentation, conflict negotiation, understanding integration and knowledge externalization. This study focuses on the following strategies: script and scaffolding strategy, peer evaluation heuristic strategy, responsibility division strategy, abstract generalization and image thinking strategy, deliberate practice strategy, etc. These strategies play a certain role in promoting the knowledge construction and transformation of teaching and research groups.