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1、Biq-BywordJournalofContemporaryEducationalResearch,20,Volume,IssueXhttp:ois.bbwD全文页面尺寸：页边距：上：2.5厘米，下：2.5厘米，左：1.5厘米，右:1.5厘米纸张：A4,宽度：21厘米，高度：29.7厘米，指定行网络InnovativeResearchontheBlendingLearningModeofEconometrics（题目字体：Cambria,字号22,加粗，左对齐）SongGe%ZhiIangJian2,ZhiqillgXiaI作者名字字体Cambria,字号11,左对齐，段前0.5行，段后0.
2、5行）1SchoolofFinance,QiluUniversityofTechnology,Jinan250353,ShandongProvince,China2LinyiEducationalScientificResearchandDevelopmentCenter;LinyiCity276000,ShandongProvince,China（作者单位字体Cambria,字号10,段后0.5行）*Correspondingauthor:ZhiqingXia,zxia（通讯作者邮箱字体TimesNewRoman,字号I（）Abstract:TheMasterTeacherStudioofb
3、asiceducationcameintobeingwiththenewcurriculumreform,whichhasbecomeanewmechanismfortheconstructionofteachingstaffinsocialsituationinChina.Asabrand-newwayintheconstructionofteachingstaffinthenewera,throughreviewingtherelevantresearch,itsfoundthatthefocusofacademiccirclesonMasterTeacherStudioinismainl
4、yinfouraspects:clarifyingtheconceptualboundary,seekingtheoreticalsupport,definingthefunctionalorientationandexploringstatusquoofdevelopment.Theexplorationofresearchprocessisnotonlyaprocessofsummary,butalsoaprocessofreflection.Byreviewingrelevantresearch,reflectingontheproblemsthathaveappearedinthepr
5、ocessOfbuildingMasterTeacherStudioinbasiceducation,clarifythedevelopmentpathofMasterTeacherStudioandfurtheraffirmitsadvantagestotheconstructionofteachingstaffinChinacontexts.Keywords:Masterteacher;MasterTeacherStudio;Constructionofteachingstaff;Teachers,professionaldevelopment（摘要和关键词字体TimeSNeWRoman,
6、字号10,段前0.2行，段后0.2行，固定值15磅）Publicationdate:April2021;Onlinepublication:April3（）,2021（忽略，Fh出版社添加）1.llltrodlICtion（一级标题字体TimeSNeWRoman,字号小四，加粗，段前0.2行，段后0.2行，固定值15磅）1.1. RobinHendrick9Sviewonblendedlearning（二级标题字体：TimesNewRoman9字号小四，加粗，段前0.2行，段后0.2行，固定值15磅）1.1.1. PrinciplesofblendedlearninginNewYork（三标题
7、字体TimesNewRoman,字号小四，加粗，固定值15磅）The21s,centuryisaneradominatedbyknowledgeeconomy,andalsoaneraofeducationalqualitycompetition.Therefore,strengtheningtheconstructionofteachingstaffhasbecomethetoppriorityofeducationalreforminallcountriesandtheconstructionofteachingStafffromgroupperspectivehasbecomeahots
8、potintheworld,2,31.Atthebeginningofthecentury,Chinahasrealizedthat44BuiIdingahigh-qualityteachingstaffisthekeytosolidlypromotingqualityeducation.TheMasterTeacherStudiohasbeenaccompaniedbythecurriculumreformofbasiceducation,351,andhasgraduallybecomeoneofthenewmechanismoftheconstructionofteachingstaff
9、andthenormalizationmodeofteachers,professionaldevelopmentinChinacontexts,whichisdoomedtobecloselywatchedbyacademiccirclessinceitsbirth,2,4-61.Inthepasttwodecades,theestablishmentofMasterTeacherStudiohasgraduallychangedfromtheinitialunilaterallypromotedbytheeducationadministrativedepartmenttothedevel
10、opmentpatternofofficialpromotion,schoolself-builtandteacherself-organized.SohowtobetterdeveloptheconstructionoftheMasterTeacherStudioinbasiceducationtopromotetheconstructionofanationalhigh-qualityteachingstaffisatopicworthexploring.（正文字体：TimesNewRoman,字号小四，固定值15磅）（标题下第二段请首行缩进2字符）2. Discussionontheco
11、nceptof“MasterTeacherStudioDiscusstWhataMasterTeacherStudiois?”WefirstneedtoreviewthedevelopmentprocessofMasterTeacherStudios.TheearliestdocumenteddocumentfortheestablishmentofMasterTeacherStudioistheNoticeonEstablishingtheStudioofMasterTeachersandPrincipalsissuedbyEducationBureauofLuwanDistrictonSe
12、ptember8,2000.Sincethebirthof44MasterTeacherStudio，howtoaccuratelydefine“MasterTeacher“hasbecometheprimaryissue,whichisalsothecoreproblemoftheconstructionandresearchofMasterTeacherStudio.TheReportontheDevelopmentofMasterTeacherStudioinChina,publishedin2016,consideredthatthe44MasterTeacherStUdioledby
13、excellentteachersinacertainarea,pursuesthebrandofeducationaltalents,takeseducationalresearch,baseactivitiesandnetworkexchangesasthecarriertoorganizeagroupofoutstandingteacherswithcommoneducationalidealsandpursuits,professionalbackgroundsandachievementsofthesamedisciplinestocarryoutaprofessionaldevel
14、opmentcommunityofinnovativeandconstructededucationandteachingresearch.3. TheoreticalframeworkofwMasterTeacherStudioTheoreticalframeworkisthebasisandpurposeofallresearch.Thus,researchersaretryingtofindanappropriatetheoreticalperspectivetoanalyzetheconstructionprocessofMasterTeacherStudios.Accordingto
15、relevantliteratureandmonographs,thecommonlyusedtheoreticalanalysisperspectivesinexistingstudiesincludeProfessionalLearningCommunity,LearningOrganizationTheory,CooperativeLearningTheory,situationallearningtheory,GroupDynamicsTheory,etc.,orsomeresearchersadoptProfessionalCapitalTheory,SocialConstructi
16、vistTheory,DistributedLeadershipTheory,ActionLearningTheory,Plan-Do-Check-ActTheory,etc（Table1）.Fromthefurtherreviewofrelevantliterature,itcanbeseenthatmostresearcherstendtopositionthetheoreticalbasisofMasterTeacherStudiointhecommunitymodel,thatis,theMasterTeacherStudiosareessentiallyakindofprofessi
17、onallearningcommunity,whichisthelocalizationpracticeinChina.Thecommonvisionisaccompaniedbyfrequentinterpersonal.Table2shoesthelineofsuccessiontothechrysanthemumironthrone.Table1.Shortcutkeysforthetemplate（表格题目字体TimesNewRoman,字号小四，段后12磅）StylesShortcuts*StylesShortcutsArticle-TitleAlt+AHead2Ctl+2Autho
18、r-NameAlt+NHead3Ctl+3AffiliationAlt+LHead4Ctl+4CorrespondingAlt+CListBulletAlt+UAbstractAlt+BListNumberedAlt+Ctl+NKeywordsAlt+KTablefootAlt+Ctl+FEquationAlt+EFigcaptionAlt+GParaAlt+PAcknowledgmentAlt+WHead1Ctl+1ReferencetitleAlt+TReferenceitemAlt+R*Shortcutsgiveninabbreviations（表格里面的内容字体TimeSNeWROma
19、n,字号10）Table2.LineofsuccessiontothechrysanthemumironthroneHouseOffspringLineofsuccessionWindsorElizabethandPhilippeCharlesls,inlineMargaretandJohnVincent23rdinlineDianaandCharlesWilliam2ndinlineChrysanthemumAkihitoandMichikoNaruhito22ndinlineNaruloandMeghanMikasa3rdinlineParadisHistoriaandZekeKabi4,
20、hinlineFigure1.Relationshipbetweenthestartingpointandtheendpointofeachstageinthelarge-scalecurriculummodelof“learning,practicing,competing,andUSing”（图片题目字体TimeSNewRoman*字号10）Figure2.ReiwaichibanuncleTosumup,althoughtherearedifferencesinexpressionamongmanyresearchers,mostofthemadvocatedthatthetheoret
21、icalbasisofMasterTeacherStudio(Figure1)shouldbelocatedinthecommunitymodel,whichisalsothetheoreticalperspectiverecognizedbymanyresearchersatpresent.Figure2showstheichiban-nessofourcountry.4. RetrospectandprospectOverthepast20years,thepracticeconstructionandrelatedresearchonMasterTeacherStudiohaveblos
22、somedinallpartsofthecountry,andtherearemanyMasterTeacherStudiowithcharacteristics.ThentheMasterTeacherStudiowithcharacteristicshavetriedtosummarizeandsharetheconstructionexperience,buttheconstructionmodeandoperationmechanismofMasterTeacherStudioarestillinconstantexploration.Theexistingstudiestendtoe
23、xplorethedevelopmentmodeofMasterTeacherStudiofromtheperspectiveofcommunity,andpositionthebasicfunctionofMasterTeacherStudiotopromotetheprofessionaldevelopmentofteachers.However,inspecificstudies,theoverallpracticeofMasterTeacherStudioisseldomdiscussedfromtheperspectiveofprofessionaldevelopmentdegree
24、ofotherteachersinMasterTeacherStudio,andtheresearchonmicro-leveloperationmodeofMasterTeacherStudioisrarelyinvolved,lackingnarrativeresearchonteachersinMasterTeacherStudioandpayingattentiontosocialandculturalplaceswhereMasterTeacherStudioaregenerated.AcknowledgmentsThankyou.FundingThe2019MinistryofEd
25、ucationindustry-universitycooperationcollaborativeeducationprojectttResearchontheConstructionofEconomicsandManagementProfessionalDataAnalysisLaboratory(Projectnumber:201902077020)DisclosurestatementTheauthordeclaresnoconflictofinterest.AuthorcontributionsJ.X.conceivedtheideaofthestudy.RRperformedthe
26、experiments.X.O.analyzedthedataandwrotethepaper.References1 HargreaveM,JensenA,NielsenTSS,etal.,2015,MaternalUseofFertilityDrugsandRiskofCancerinChildren:ANationwidePopulation-basedCohortStudyinDenmark.IntJCancer,136(8):1931-1939.http:/doi.org/10.1002ijc.292352 DavisM,CharlesL,CurryMJ,etal.,2003,Cha
27、llengingSpatialNorms,Routledge,London,12-30.3 PiagetJ,PiafE,MarmaiP,etal.1954,TheConstructionofRealityintheChildCookM,Trans.,Routledge,NewYork,12-30(Originalworkpublished1950).4 PiagetJ,PiafE,MarmaiP,etal.1950,LaConstructionduReelchezEnfantTheChildsConstructionofReality,Delachaux&Niestle,Zurich,12-3
28、0.5 KnowlesMS,(eds)1986,IndependentStudy,inUsingLearningContracts,Jossey-Bass,SanFrancisco,89-96.6JChangSS,LiawL,RuppenhoferJ,(eds)2000,Proceedingsofthetwenty-fifthannualmeetingoftheBerkeleyLinguisticsSociety,February12-15,1999:Generalsessionandparasessiononloanwordphenomena.BerkeleyLinguisticsSociety,Berkeley,12-13.7GaleL,2000,Therelationshipbetweenleadershipandemployeeempowermentforsuccessfultotalqualitymanagement,thesis,AustralasianDigitalThesisdatabase,UniversityofWesternSydney,110-130.参考文献内容字体TimeSNeWRc)man,字号小四，悬挂缩进0.8厘米，段前0.2行，段后0.2行，固定值15磅
