Journal of Economics and Technology in Education
JETE, Vol. 1, No. 1, 2026, pp.165-174.
Print ISSN 3105-2711; Online ISSN: 3105-272X
Journal homepage: https://www.jetejournal.com
DOI: https://doi.org/10.64058/jete260115rarij
Wan Xinyi, Zhang Lianqiao
Abstract: The book “Action Research on Improving the Teaching Literacy of Junior High School Chinese Teachers in Counties under the Guidance of Education Quality Evaluation” is authored by Senior Teacher Xie Xia from the Teacher Development Center of Rugao City, Jiangsu Province. Its research results stem from the special project on teacher development under the 14th Five-Year Plan of Jiangsu Education Science, titled “Research on Strategies for Improving the Teaching Literacy of Rural Junior High School Chinese Teachers under the Reform of Education Quality Evaluation.” The article is based on the dual needs of the new-era education evaluation reform and balanced county education development, focusing on the practical difficulties in improving the teaching literacy of junior high school Chinese teachers in counties. It constructs a “four-dimensional integrated” literacy model covering teaching design, classroom implementation, evaluation feedback, and digital-intelligent teaching, along with 36 observable indicators. The paper systematically proposes a four-stage improvement path of “resource empowerment—practical honing—professional guidance—deep training,” innovates practical strategies such as the “two preparations, two researches, three reviews” resource development process, four-level teaching and research system, and “wild goose formation” echelon training, and leverages the “Zhihui Chinese” resource aggregation network for digital-intelligent empowerment. This effectively forms a virtuous cycle of “excellent teacher training—excellent teaching practice—excellent student outcomes,” providing scientific basis and operational guidelines for education administration to optimize teacher training programs, for schools to enhance the effectiveness of school-based teaching research, and for teachers to carry out personalized professional growth. The book fills a gap in research on the teaching literacy of specific subject teachers in counties under the context of education evaluation reform and has important academic reference and promotion significance for promoting balanced improvement in regional education quality.
Keywords: educational quality evaluation; county-level junior highschool Chinese; teachers’ teaching literacy; action research; teacher development
Author Biographies: Wan Xinyi, Master’s student in the College of Humanities, Guangzhou University. Research direction: Subject Teaching (Chinese). E-mail:2501013099@qq.com. Zhang Lianqiao (Corresponding Author), PhD, Professor at the School of Humanities, Guangzhou University, Ph.D. Supervisor, Postdoctoral Supervisor, Director of the Center for International Chinese Language Education and Sinology Studies, Guangzhou University. E-mail:zhanglianqiao@qq.com.
标题：《教育质量评价导向下县域初中语文教师教学素养提升的行动研究》述评
摘要：《教育质量评价导向下县域初中语文教师教学素养提升的行动研究》是江苏省如皋市教师发展中心高级教师谢霞的著作，其研究成果源于江苏省教育科学“十四五”规划教师发展研究专项课题“教育质量评价改革导向下农村初中语文教师教学素养提升策略的研究”。该文章立足新时代教育评价改革与县域教育均衡发展的双重需求，聚焦县域初中语文教师教学素养提升的现实困境，构建了涵盖教学设计、课堂实施、评价反馈、数智化教学的“四维一体”素养模型及36项可观测指标。文中系统提出“资源赋予—实践锤炼—专业引领—深度研训”的四阶提升路径，创新“两备两研三审”资源开发流程、四级教研体系、“雁阵”式梯队研修等实践策略，并依托“至慧语文”资源聚合网实现数智化赋能，有效形成了“优师培养—优教实践—优学生成”的良性循环，为教育管理部门优化教师培训方案、学校提升校本教研实效、教师开展个性化专业成长提供了科学依据与操作指南。全书填补了教育评价改革背景下县域特定学科教师素养研究的空白，对推动区域教育质量均衡提升具有重要的学术参考与推广意义。
关键词：教育质量评价；县域初中语文；教师教学素养；行动研究；教师发展
作者简介：万欣翊，广州大学人文学院硕士研究生，研究方向：学科教学（语文），电邮：2501013099@qq.com。张连桥（通讯作者），博士，广州大学人文学院教授，博士生导师，博士后合作导师，广州大学国际中文教育与汉学研究中心主任，电邮：zhanglianqiao@qq.com。
Received: 23 Mar 2026 / Revised: 18 Apr 2026 / Accepted: 24 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
