教师均衡发展是实现教育优质均衡发展的关键，教研制度是我国特有的教师专业发展途径，具有鲜明中国特色。作为学校教学与教育研究在学校场域结合的重要实践样态， 一直以来都是学校保障教学质量、 提升教师专业化水平、促进学生全面发展的主要措施之一。近年来互联网快速发展，移动设备普及自媒体盛行，疫情期间的在线教学探索，使得教师的混合教研出现新的变化。本研究关注的是教师混合教研共同体，以研究者参与的一项教学改进项目实验校S校数学教研组为例，以文献记录教学论中的资源系统为视角，以实践共同体理论的共同体三要素（合作事业，相互卷入，共享智库）为分析框架，分析讨论了S校数学教师在线教学和在线教研的现状及问题，以及S校数学教研组与真正的混合教研共同体的差距和对应改进策略。

Teacher balanced development is the key to achieving high-quality and equitable education. The Teaching Research System is a unique pathway for professional development in China and has distinctive Chinese characteristics. As an important practical form of integrating teaching and educational research in school settings, it has always been one of the main measures to guarantee teacher quality, to enhance teachers' professionalism, and to promote students' comprehensive development. In recent years, with the rapid development of the Internet and the prevalence of mobile devices and social media, there have been new changes in teachers' blended learning and teaching research activities due to the exploration of online teaching during the pandemic.

This study focuses on the blended teaching research community, taking the experimental middle school S as a case, where the researcher participated in a maths teaching improvement project in the this school, with the teachers in the mathematics teaching research group. From the perspective of the resource system from the Documentational Approach to Didactics, and by using the three elements of the theory of Community of Practice (i.e. joint enterprise, mutual engagement, shared repertoire) as the analytical framework, this study analyzes and discusses the current situation and issues of online teaching and blended teaching research in the maths teaching research group of School S. It also explores the gap between the maths teaching research group at School S and a truly blended teaching research community, as well as corresponding strategies to address this gap.