教师学习发生在“心际”和“内心”两个层面,包含四个基本环节。但正规教师教育和培训往往忽略了发生在“内心”层面的内隐学习,结果导致教师发展不充分。教育理论研究者自身的特点决定了其对促进教师内隐学习能起到重要作用。本文在探讨这一问题的基础上,通过实践案例阐述教育理论研究者介入中小学教师学习的内在机制其自身应该具备的条件。 Teacher learning takes place in two aspects of “heart” and “heart”, and contains four basic steps. However, regular teacher education and training often neglect implicit learning that occurs at the “innermost” level, resulting in insufficient teacher development. The characteristics of educational theory researchers decide that they play an important role in promoting teachers’ implicit learning. On the basis of discussing this issue, this article expounds the conditions that should be possessed by educational theory researchers involved in the internal mechanism of primary and secondary school teachers through practical cases.