县域义务教育在我国基础教育中发挥着重要作用，但却长期处于边缘地带，面临经费短缺、教师质量有待提升等问题。教研作为提升教师专业发展水平的重要抓手，对于提升县域义务教育质量有重要的现实意义。

本研究的研究对象为贵州省J县的县域义务教育教师，通过问卷法、访谈法和了解J县县域义务教育教研活动现状，并运用工作重塑理论进行分析。研究发现：县域义务教育教研的整体情况有待提升，教师参与教研活动较为投入，不同学校类型教师差异明显；校长关注教研活动，对于教研的保障和支持有待进一步完善；教研模式较为单一，教师对与教研的成效评价有待提升；信息技术的应用对于县域义务教育阶段教师帮助较大；教研机制与文化建设方面需要提升，缺乏专业引领。

县域义务教育教研活动在过去已经取得了显著的成就、取得了长足的进步，教师们通过教研活动的交流学习，进一步提升了自身的教育素质、改进了自身的教学方式和手段，对促进教育的均衡发展有一定的作用。研究发现，J县义务教育教研体制机制主要分为两个体系：自上而下多级教研体系为“纲”，校本教研模式为“本”。主体观念作为教研活动的内核，支持体系作为外部显性环境、文化建设作为外部隐性环境，整体在县域教研活动中表现出以下特点：主体观念方面，管理主体-校长在一定程度上对教研活动进行关注并对现状较为满意，参与主体-教师对于教研活动较为投入。在支持体系方面，保障体系美中不足、教研模式因循守旧、信息技术保驾护航。在文化建设方面，团队氛围较好，阅读氛围和主题需进一步明确。分析探讨县域义务教育教研存在的问题及原因：过多妨碍性工作要求使教研活动碎片化、缺乏结构性工作资源使教研活动割裂化、缺乏挑战性工作要求使教研活动平庸化、缺乏社会性工作资源使教研活动泛化。

本研究提出以下研究结论：主体观念是县域义务教育教研活动的发动机；支持体系是县域义务教育教研活动的先手棋；文化建设是县域义务教育教研活动的粘合剂。并从以下几个方面提出改进县域义务教育教研的建议：第一，减少妨碍性工作要求，保障教研活动统整性;第二，整合结构性工作资源，助力教研活动连接性；第三，增加挑战性工作要求，多样化、标准化、分层次；第四，汇聚社会性工作资源，增强教研活动实效性。

Compulsory education in counties plays an important role in China's basic education but has long been on the fringes, facing problems such as funding shortages and the quality of teachers to be improved. Teaching and research, as important tool for enhancing teachers' professional development, has important practical significance for improving the quality of county compulsory education.

The research subjects of this study are county teachers of compulsory education in County J of Guizhou Province. Through questionnaire method, interview method, and understanding of the current situation of teaching and research activities of county compulsory education in County J, and using the work reshaping theory to analyze. The study found that: the overall situation of teaching and research in county compulsory education needs to be improved, teachers are more involved in teaching and research activities, and there are obvious differences between teachers of different school types; headmasters are concerned about teaching and research activities, and the guarantee and support for teaching and research needs to be further improved; the teaching and research model is relatively single, and teachers' evaluation of the effectiveness with teaching and research needs to be improved; the application of information technology is more helpful to teachers in county compulsory education; the teaching and research mechanism and There is a need to improve the culture of teaching and research and a lack of professional leadership.

In the past, compulsory education teaching and research activities in the county have made significant achievements and progress, and teachers have further enhanced their educational quality and improved their teaching methods and means through the exchange and learning of teaching and research activities, which are useful in promoting the balanced development of education. The study found that the institutional mechanism for teaching and research in compulsory education in County J is divided into two systems: a top-down multi-level teaching and research system as the "outline" and a school-based teaching and research model as the "foundation". The main concept is the kernel of teaching and research activities, the support system is the external explicit environment, and the cultural construction is the external implicit environment, which shows the following characteristics in the county's teaching and research activities as a whole: terms of the main concept, the management subject - the headmaster - is to some extent concerned about teaching and research activities and is more satisfied with the current situation, and the participating subject - the teachers - is more committed to teaching and research activities. Regarding the support system, the guarantee system is inadequate, the teaching and research model is old-fashioned, and the information technology protects the system. In terms of cultural development, the team atmosphere is good, but the reading atmosphere and themes need to be further clarified. The analysis explores the problems and causes of teaching and research in compulsory education in the county: too many hindering work requirements fragment teaching and research activities, lack of structural work resources fragment teaching and research activities, and lack of challenging work requirements make teaching and research activities banal, lack of social work resources make teaching and research activities generalized.

This study proposes the following research conclusions: the concept of the subject is the engine of teaching and research activities in county compulsory education; the support system is the precursor of teaching and research activities in county compulsory education; and cultural construction is the glue of teaching and research activities in county compulsory education. It also puts forward suggestions for improving teaching and research in county-level compulsory education from the following aspects: firstly, reducing hindering work requirements to guarantee the unity of teaching and research activities; secondly, integrating structural work resources to help connect teaching and research activities; thirdly, increasing challenging work requirements, diversification, standardization, and hierarchy; fourthly, bringing together social work resources to enhance the effectiveness of teaching and research activities.