【摘要】 智慧教育是我国中小学教育信息化进程中的重要战略举措，解决中小学教师智慧教学何以为能的问题，成为了智慧教育理念落地的关键。文章首先通过对TPACK和胜任力理论、国内外代表性教师能力标准、已有教学实践评价成果的分析与梳理，初步构建了由4个一级指标、16个二级指标构成的中小学教师智慧教学能力评价模型。随后，文章采用模糊德尔菲法，检验并修改模型中的相关指标。最后，文章运用层次分析法，确定模型中各级指标的权重。在此基础上，文章构建了中小学教师智慧教学能力评价指标体系。文章的研究回应了中小学教师智慧教学何以为能的问题，可有效融合智慧教育的价值观念和实践操作，形成良好的智慧教育生态。更多还原

【Abstract】 Smart education is an important strategic measure in the process of education informatization of primary and secondary in our country. Solving the problem of what makes primary and secondary school teachers’ smart teaching possible in smart teaching becomes the key to the implementation of the idea of smart education. Firstly, through the analysis and combing of TPACK(technological pedagogical content knowledge) and competency theory, representative teachers’ competency standards at home and abroad, and existing teaching practice evaluation results, the evaluation model of primary and secondary school teachers’ smart teaching competency was initially constructed, which included 4 first-level indicators and 16 second-level indicators. Subsequently, the fuzzy Delphi method was applied to test and modify the relevant indicators in the model. Finally, the weights of all indicators in the model were determined using the hierarchy analysis method. Based on this, the evaluation indicators system of primary and secondary school teachers’ smart teaching competency was built. The research in this paper responded to the question of what made primary and secondary school teachers’ smart teaching possible, and could effectively integrate the smart education values and practice, and form a good ecology of smart education.更多还原