本文针对我县教师专业化成长中存在的问题,构建了县级教研室对提高教师专业化水平和教学能力的“三格局”(发展层次、发展道路、发展空间)、“四途径”(“学”、“教”、“研”、“思”)、“一体系”(督导和评价体系)的“三四一”模式,并就模式使用的效果和教育影响进行了表述,也分析了研究过程中的一些问题与困惑。 In this paper, according to the existing problems in the professional development of teachers in our county, this paper constructs the “three ways” (development level, development path, development space) and “four ways” of county teaching and research department to improve teachers’ professionalization and teaching ability. The model of “Three Four One ” ( “Learning ”, “Teaching ”, "Research The effects of mode use and educational influence were described, and some problems and puzzles in the research process were also analyzed.