教师在职培训是教师专业发展的重要组成部分。我国教师在职培训历经“传统面授阶段”、“教师在职培训+互联网”阶段，现处于“互联网+教师在职培训”的初级阶段。“互联网+”概念的提出，为解决传统教师在职培训的问题提供新思路，“互联网+教师在职培训”必将成为未来教师专业发展的新趋势。目前“互联网+教师在职培训”的实践研究早于理论研究，已有很多具有“互联网+”特色的教师在职培训创新实践案例。如何从创新实践案例中挖掘教师在职培训的创新模式？传统的教师在职培训模式主要采用自上而下的理论思辨或是经验总结的构建方法，并不适用于自下而上的“互联网+”理念。而扎根理论强调自下而上分析数据、基于真实数据提炼理论。因此，本研究将采用质性研究的思路，运用扎根理论的方法，对选取的典型案例进行三级编码分析，总结影响该案例成效的关键要素，并构建出教师在职培训的创新模式。 本研究选取了典型案例“北京市幼儿园新教师培训”作为研究对象，利用文本分析法收集网络学习平台数据以及微信群数据，并利用一对一访谈、焦点小组访谈收集案例参与者的数据。然后，利用扎根理论的方法对典型案例的平台数据、微信数据和访谈数据进行三轮编码。第一轮编码，编码对象为网络平台数据、微信群数据、一对一访谈数据。通过概念化和范畴化，初步确定了下一步分析的编码大框架。第二轮编码，基于“城区组”焦点访谈数据，对第一轮编码进行细化、修订、补充。然后确定属类编码，并建立各级编码之间的联系。第三轮编码，基于“郊区组”焦点访谈数据，对第二轮编码结果进行修订。然后确定核心类属，建立各级编码之间的关系。三级编码后，得到3个核心属类、9个属类编码、32个范畴编码和84个概念编码，并构建教师在职培训创新模式。 本研究的研究成果包括：1）通过质性编码提炼出影响案例成效的七大关键要素，即半结构化课程、混合式学习、精准服务、专业发展共同体、多元互动、多主体评价、多层次评价。2）通过扎根理论的方法构建了“Internet+NE”教师在职培训新模式，该模式包括在职教师的需求、培训关键要素、“互联网+”环境三个核心属类。其中，Internet对应核心属类“互联网+”环境，N（need）对应核心属类“在职教师需求”，E（element）对应核心属类“培训关键要素”。论文对该模式的三个核心属类以及属类间的关系进行了分析讨论。3）分析了“Internet+NE”教师在职培训模式的五个特点，即：需求分析驱动培训课程的动态生成、“互联网+”环境支持Online+Offline+Onsite混合式培训、实践性任务驱动教师专业发展共同体的形成、双导师制促进教师理论和实践齐发展、学习分析实现教师培训的精准服务。4）提出“Internet+NE”教师在职培训模式的应用建议，即：应用于能力提升为目标的培训、重视导师的甄选和培训、强调生成性资源的再利用、关注技术工具的贴合度和更新迭代。 本研究具有一定的理论价值和实践价值。理论方面，它不仅丰富了教师在职培训模式与方法，也为教师在职培训改革奠定理论基础。实践方面，它不仅为教师在职培训项目实施提供实践参考，也为“互联网+”背景下教师在职培训改革提供实践方向。

Teacher in-service training is an important part of teachers' professional development. Domestic teacher in-service training has got through traditional face-to-face training stage and “teacher in-service training plus Internet” stage. At present, teacher in-service training is in the primary stage of “Internet plus teacher in-service training”. “Internet plus” provides a new idea for solving the problems of the traditional teacher in-service training, and "Internet plus teacher in-service training" will become a new trend of teacher professional development in the future. At present, the practical study is prior to theoretical research, there are many typical innovation cases with "Internet plus" characteristics. How to tap the teacher in-service training model from innovation cases? Traditional teacher in-service training models adopted a top-down approach of theoretical speculation or empirical summary, which was not applicable to the down-top thinking of "Internet plus". Grounded theory emphasizes the down-top data analysis and refines theory based on real data. Therefore, this study adopted qualitative research thinking and grounded theory method to analyze the typical case, in order to summarize the key elements affecting the effectiveness of the case, and build a teacher in-service training model. This study took the typical case of "Internet puls teacher training" as the research object, which was called "The new teachers’ training in Beijing kindergarten". The study used document analysis method to collect the data of the network learning platform and the WeChat group, and also collected the data of the case participants by one-one interview and the focus group interview. Then, the study used the method of grounded theory to carry out three rounds of coding for platform data, WeChat data and interview data. During the first round of coding, the network platform data, WeChat group data and one-one interview data were coded. With conceptualization and categorization, the next coding framework was preliminarily determined. During the second round coding, the study revised the first round coding, based on the focus group interview data from urban group. Then the study defined the class codes and established the connection between all levels of coding. During the third round of coding, the second round coding was revised, based on the focus group interview data from suburban group. Then the study determined the core class codes and established the relationship between all levels of coding. After three level coding, this study obtained 3 core class codes, 9 class codes, 32 category codes, and 84 concept codes. This study also constructed the innovation model of teacher in-service training. The research results were as follows. Firstly, the study summed up seven key elements affecting the effectiveness of the case through the qualitative encoding, that is, semi-structured curriculum, blended learning, precise service, professional development community, multiple interaction, multi-agent evaluation and multi-level evaluation. Secondly, this study constructed a "Internet plus NE" teacher in-service training model based on grounded theory. This model included three core class codes, namely, the training needs of in-service teacher, the key training elements and "Internet plus" environment. In the name of teacher in-service training model , N was the first letter of need, E was the first letter of element, “Internet plus” referred to the environment of Internet plus. The study analyzed and discussed the three core class codes and the relationship among the class codes. Thirdly, this model analyzed five features of "Internet plus NE" teacher in-service training model, namely, the dynamic generation of training curriculum driven by demand analysis, the online-to-offline-to-onsite blended learning supported by the “Internent plus” environment, the formation of teacher professional development community driven by practical tasks, the teachers’ development of theory and practice driven by double tutoring system, and the precise service of teacher training with the help of the learning analysis. Fourthly, this study proposed the applicable suggestions of "Internet plus NE" teacher in-service training model, namely, applying to the training with ability promotion as a target, paying attention to tutors’ selection and training, emphasizing the reuse of generative resources, focusing on the fitting degree and update iteration of the technical tool. This research has certain theoretical value and practical value. In theory, it not only enriches the model and method of teacher in-service training, but also lay the theoretical foundation for the reform of teacher in-service training. In practice, it not only provides practical reference for the implementation of the teacher in-service training project, but also provides practical direction for the reform of teacher in-service training under the “Internet plus” background.