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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0.5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:TheMasterTeacherStudioofbasiceducationcameintobeingwiththenewcurriculumreform,whichhasbecomeanewmechanismfortheconstructionofteachingstaffinsocialsituationinChina.Asabrand-newwayintheconstructionofteachingstaffinthenewera,throughreviewingtherelevantresearch,it'sfoundthatthefocusofacademiccirclesonMasterTeacherStudioinismainlyinfouraspects:clarifyingtheconceptualboundary,seekingtheoreticalsupport,definingthefunctionalorientationandexploringstatusquoofdevelopment.Theexplorationofresearchprocessisnotonlyaprocessofsummary,butalsoaprocessofreflection.Byreviewingrelevantresearch,reflectingontheproblemsthathaveappearedintheprocessOfbuildingMasterTeacherStudioinbasiceducation,clarifythedevelopmentpathofMasterTeacherStudioandfurtheraffirmitsadvantagestotheconstructionofteachingstaffinChinacontexts.Keywords:Masterteacher;MasterTeacherStudio;Constructionofteachingstaff;Teachers,professionaldevelopment（摘要和关键词字体TimeSNeWRoman,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（三标题字体TimesNewRoman,字号小四，加粗，固定值15磅）The21s,centuryisaneradominatedbyknowledgeeconomy,andalsoaneraofeducationalqualitycompetition.Therefore,strengtheningtheconstructionofteachingstaffhasbecomethetoppriorityofeducationalreforminallcountriesandtheconstructionofteachingStafffromgroupperspectivehasbecomeahotspotintheworld,2,31.Atthebeginningofthecentury,Chinahasrealizedthat44BuiIdingahigh-qualityteachingstaffisthekeytosolidlypromotingqualityeducation.TheMasterTeacherStudiohasbeenaccompaniedbythecurriculumreformofbasiceducation,351,andhasgraduallybecomeoneofthenewmechanismoftheconstructionofteachingstaffandthenormalizationmodeofteachers,professionaldevelopmentinChinacontexts,whichisdoomedtobecloselywatchedbyacademiccirclessinceitsbirth,2,4-61.Inthepasttwodecades,theestablishmentofMasterTeacherStudiohasgraduallychangedfromtheinitialunilaterallypromotedbytheeducationadministrativedepartmenttothedevelopmentpatternofofficialpromotion,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. Discussionontheconceptof“MasterTeacherStudio"DiscusstWhataMasterTeacherStudiois?”WefirstneedtoreviewthedevelopmentprocessofMasterTeacherStudios.TheearliestdocumenteddocumentfortheestablishmentofMasterTeacherStudioistheNoticeonEstablishingtheStudioofMasterTeachersandPrincipalsissuedbyEducationBureauofLuwanDistrictonSeptember8,2000.Sincethebirthof44MasterTeacherStudio"，howtoaccuratelydefine“MasterTeacher“hasbecometheprimaryissue,whichisalsothecoreproblemoftheconstructionandresearchofMasterTeacherStudio.TheReportontheDevelopmentofMasterTeacherStudioinChina,publishedin2016,consideredthatthe44MasterTeacherStUdio''ledbyexcellentteachersinacertainarea,pursuesthebrandofeducationaltalents,takeseducationalresearch,baseactivitiesandnetworkexchangesasthecarriertoorganizeagroupofoutstandingteacherswithcommoneducationalidealsandpursuits,professionalbackgroundsandachievementsofthesamedisciplinestocarryoutaprofessionaldevelopmentcommunityofinnovativeandconstructededucationandteachingresearch.3. TheoreticalframeworkofwMasterTeacherStudioTheoreticalframeworkisthebasisandpurposeofallresearch.Thus,researchersaretryingtofindanappropriatetheoreticalperspectivetoanalyzetheconstructionprocessofMasterTeacherStudios.Accordingtorelevantliteratureandmonographs,thecommonlyusedtheoreticalanalysisperspectivesinexistingstudiesincludeProfessionalLearningCommunity,LearningOrganizationTheory,CooperativeLearningTheory,situationallearningtheory,GroupDynamicsTheory,etc.,orsomeresearchersadoptProfessionalCapitalTheory,SocialConstructivistTheory,DistributedLeadershipTheory,ActionLearningTheory,Plan-Do-Check-ActTheory,etc（Table1）.Fromthefurtherreviewofrelevantliterature,itcanbeseenthatmostresearcherstendtopositionthetheoreticalbasisofMasterTeacherStudiointhecommunitymodel,thatis,theMasterTeacherStudiosareessentiallyakindofprofessionallearningcommunity,whichisthelocalizatio