【摘要】 为全面理解校本教研中教师建言行为发生的过程，降低集体沉默行为所带来的风险，需深入理解实践性知识势差与集体沉默的关系。本研究以实践性知识二级维度的知识势差作为前因变量，以集体沉默与建言行为作为结果变量，获得了实践性知识势差与集体沉默消解的多重并发路径。研究结果表明：第一，教育信念、策略知识和反思性知识势差是引发促进性建言的关键；第二，教育信念和反思性知识势差是引发抑制性建言的关键，自我知识及人际知识势差起“互补”作用；第三，校本教研集体沉默的消解是多种实践性知识势差并发的结果；第四，促进性建言与抑制性建言间存在着相互影响关系。基于上述结果，本研究提出了合理调节实践性知识势差及强化自我信念的若干策略，为教师提供消解沉默的支持环境，增强教师消解沉默的内驱力。更多还原

【Abstract】 To comprehensively understand the occurrence process of teachers’ voice behavior in school-based research, and-to reduce the risks associated with collective silence behavior, an in-depth understanding of the relationship between practical knowledge gap and collective silence is needed. The study used the knowledge gap of the secondary dimension of practical knowledge as the antecedent variable, and collective silence and voice behavior as the outcome variable, to obtain multiple concurrent paths of practical knowledge gap and collective silence dissolution. The results of the study show that: First, educational beliefs, strategic knowledge and reflective knowledge potentials are the key to triggering promotive voice; Second, educational beliefs and reflective knowledge potentials are the key to triggering prohibitive voice, and self-knowledge and interpersonal knowledge gap play a complementary role; Third, the dissolution of collective silence in school-based research is the result of the concurrence of multiple practical knowledge gaps; Fourth, promotive voice and prohibitive voice have a reciprocal relationship. Based on these findings, the study proposes several strategies to rationalize practical knowledge potentials and strengthen self-beliefs, provide a supportive environment for teachers to dissolve silence, and enhance their internal drive to dissolve silence.更多还原