【摘要】 以学习型组织开展群体学习是教师专业发展的趋势，如何促进群体学习中教师从个体认知到群体认知的转化，促进积极的意义建构进而提高群体认知的水平需结合相关理论开展实证探索。该研究基于群体学习理论构建包含知识共享、知识存储、知识重取三阶段的教研模式，并设计相应的策略和支架。之后在某市以小学语文教师为研究对象，以基于群体学习理论的教研为实验组、传统教研为对照组，开展共历时3个学期的12次校本教研活动。通过认知网络分析方法对教研过程数据进行群体认知特征及发展趋势比较分析，结果表明传统教研活动中群体认知发展难以实现高层级迁移，更多地停留在知识的分享与建构，而基于群体学习理论的教研活动有利于促进群体达到知识的交互迁移。更多还原

【Abstract】 The professional development of teachers is increasingly trending towards group learning within learning organizations. How to promote teachers’ transformation from individual cognition to group cognition in group learning, to promote positive meaning construction and then to improve the level of group cognition needs to be explored empirically. Based on the group learning theory, this study constructed a teaching research model that included three stages:knowledge sharing, knowledge storage and knowledge retrieval, with the corresponding strategies and scaffolds designed. Afterwards, 12 teaching research activities lasting for 3 semesters were carried out with the primary school Chinese teachers in a city as participants, taking the teaching research staff based on the group learning theory as the experimental group, and taking the staff with traditional teaching research methods as the control group. The cognitive network analysis method was used to compare and analyze the characteristics and development trend of group cognition in the teaching research process. The results show that the development of group cognition in traditional teaching research activities is difficult to realize high-level transfer, but often stays at knowledge sharing and construction; however, the teaching research activities based on the group learning theory can promote interactive knowledge transfer of by groups.更多还原