在课程改革背景之下,作为教师专业发展的途径和策略,正以“自学”为特征的反思逐渐向以“互动与对话”为特征的合作转变。这种转变不仅能够应对单兵作战带来的诸多方面挑战,而且能够改善以往教师专业发展过程中“孤立”的情感状态。但在现实情况下,中小学教师合作效益还不理想。从教师合作研究的视角讨论其类型,重在动态理解教师合作研究中的不同状态,以及对人为合作向自然合作过程转化的关注。 Under the background of curriculum reform, as the way and strategy of teachers’ professional development, the reflection characterized by “self-study ” has gradually shifted to cooperation featuring “interaction and dialogue ”. This shift not only meets the many challenges posed by individual operations, but also improves the emotional state of “isolation ” in the professional development of teachers in the past. However, in reality, the effectiveness of primary and secondary school teachers is not satisfactory. Discussing its type from the perspective of teachers’ cooperative research focuses on the dynamic understanding of the different states of teacher cooperation research and the concern about the transformation from human cooperation to natural cooperation.