湖北社会科学

银龄教师助力基础教育教师教研是推进新时代乡村教师队伍建设，提高乡村基础教育质量的重要抓手，其特色在于充分利用退休教师优秀资源，促进城乡义务教育均衡发展。银龄教师作为教师队伍里的一支重要力量，在助力基础教育教师教研过程中，既能直接指导教师教研、引领教师的专业发展，也能搭建协同发展平台、提升教师的教研品质，还能优化乡村教师结构，促进教育的均衡发展。以实践共同体理论为分析视角，发现银龄教师助力基础教育教师教研过程中境遇着共同参与阻滞：身份认同的缺失及协商文化的式微；共同愿景模糊：教师愿景的龃龉及经验的固守照搬；共享资源孱弱：平台资源的匮乏及制度保障的缺乏等现实困境。未来银龄教师助力基础教育教师教研，需通过创生内源性动力：以共同参与为行动纽带，助推成员身份的建构；搭建中间性支架：以共同愿景为行动指引，推进引领者角色的重塑；赋予外源性支持：以共享资源为行动基石，加强保障机制的供给等三个方面来推动基础教育高质量发展和教师教研质量的提升。

Retired teachers assisting basic education teachers in teaching and research is an important means to promote the construction of rural teacher teams in the new era and improve the quality of rural basic education. Its characteristic is to fully utilize the excellent resources of retired teachers and promote the balanced development of urban and rural compulsory education. As an important force in the teaching team, silver age teachers can not only directly guide teachers' teaching and research, lead their professional development, but also build a collaborative development platform to improve the quality of teachers' teaching and research. They can also optimize the structure of rural teachers and promote balanced development of education. From the perspective of the theory of community of practice, it is found that silver age teachers face obstacles in the process of assisting basic education teachers in teaching and research: the lack of identity and the decline of negotiation culture; Ambiguous shared vision: discord in the teacher's vision and rigid imitation of experience; Weakness of shared resources: The lack of platform resources and the lack of institutional guarantees are practical difficulties. In the future, silver age teachers need to create internal motivation to assist basic education teachers in teaching and research: to use joint participation as an action bond to promote the construction of member identities; Building an intermediate framework: guided by a common vision for action, promoting the reshaping of the role of a leader; Providing external support: Taking shared resources as the cornerstone of action and strengthening the supply of guarantee mechanisms to promote the high-quality development of basic education and the improvement of teacher research quality.