【摘要】 高质量教学依赖高素质专业化的教师。经济合作与发展组织(OECD)的最新研究报告《解锁高质量教学》对高质量教学的维度及其20种核心实践的揭示，展现了高质量教学从表层证据走向深度实践的机制。然而，由于日常教学的复杂性，专业判断、决策与反思等“看不见的实践”相对于可见的教学实践或许更居于教学的“核心”。报告所揭示的可见的核心实践因而无法成为迈向高质量教学的“万能良药”。教学作为科学与技艺的本质决定了教师既要成为依赖科学证据的“专家”,也要成为通过经验积累技艺的“匠人”,这意味着专家型教师的成长除了掌握循证教学的核心实践，亦需要洗练作为适应性专长的教学技艺。从新手教师成长为专家型教师，教师实践能力的进阶可依循核心实践的难度轨迹(高、中、低),通过发展系统的评估性思维予以实现。而新手教师或常规专家要成长为技艺超群的适应性专家，则需要通过保持新手心态、具身化识知和应对、个性化创造练习以及师徒技艺传承等教师技艺的日常洗练路径，成长为教学的艺术家，让教学过程成为师生共同创造意义的艺术实践。更多还原

【Abstract】 High-quality teaching relies on highly professionalized teachers. The OECD report “Unlocking High-Quality Teaching” reveals the dimensions of effective teaching and 20 core practices, demonstrating the mechanism through which quality teaching progresses from surface-level evidence to deep practice. However, given the complexity of everyday teaching, “invisible practices” such as professional judgment, decision-making, and reflection may lie at the very “core” of teaching, arguably more fundamental visible instructional practices. Thus, the report’s identified core practices, though observable, cannot serve as a “universal remedy” for achieving high-quality teaching. The dual nature of teaching as both a science and a craft demands that teachers become not only “experts” who rely on scientific evidence, but also “craftsmen” who refine their skills through experience. The growth of expert teachers requires not only mastery of evidence-based core practices, but also the cultivation of adaptive expertise through deliberate craftsmanship. To support novice teachers in becoming experts, teaching competence can develop along a trajectory of core practices(high, medium, and low difficulty), supported by the development of systematic evaluative thinking. Meanwhile, the transformation from notice teachers or routine experts into exceptional adaptive experts reguires sustained engagement in the refinement of teaching craftsmanship. This includes maintaining a beginner’s mindset, embodying tacit knowledge, engaging in personalized creative practice, and learning through master-apprentice mentorship. Through such processes, teachers evolve into artists of teaching, where the educational process becomes a shared artistic practice of meaning-making between teachers and students.更多还原