请根据以下关于教师小专题研究的相关描述，

MJ Bot 更新时间：2025-05-22 00:00:35
提示词：Please generate a research model diagram based on the following description of the teacher's small topic research: "Three Dimensions" refers to the dimensions of motivation, support, and action, with each dimension corresponding to "Two Actions", forming the "Three Dimensions and Six Actions". Its connotation is: 1. Motivation Dimension. Corresponding to problem driven and cultural enrichment, it emphasizes that "what to study" should come from the practical problems of rural teachers themselves, who are the main body of teaching and research and actively solve their own problems; Teaching and research culture activates the endogenous needs of teachers, and project research focuses on reshaping the characteristic teaching and research culture of rural schools, forming a sustainable small topic teaching and research ecosystem, and solving the problem of rural teachers' willingness to study. 2. Support dimensions. Corresponding technology leverage and mechanism promotion. The team of curriculum reform experts, teaching and research personnel, and renowned teachers provides professional support to promote the deepening of rural teachers' small topic teaching and research process, forming a closed loop from "discovering problems → refining topics → practical improvement → condensing results", and developing localized teaching and research toolkits (such as classroom observation scales, teacher small topic teaching and research manuals, small topic teaching and research training resource libraries) and digital empowerment of the entire teaching and research process to solve the problem of "effective research" for rural teachers; While providing professional support, various institutional safeguards and measures have been introduced at the regional level to establish a long-term teaching and research mechanism and promote the "continuous research" of rural teachers. 3. Action dimension. Corresponding collaborative linkage and evaluation promotion. Build various teaching and research communities, integrate resources from the three domains of "classroom site teaching and research site network platform", form a joint force for teaching and research, and solve the problems of weak teaching and research staff and unstable research teams among rural teachers, forming a pattern of "joint research" and common development; At the same time, establish a dynamic evaluation system to drive the upgrading of rural teachers' small topic teaching and research actions, and enable the formation of practical effects through "good research". --ar 1:1 --v 7 --stylize 100

中文提示词：请根据以下关于教师小专题研究的相关描述，生成一幅研究模型图：“三维”指动力维度、支持维度、行动维度，每维度对应“两动”，构成了“三维六动”，其内涵是： 1.动力维度。对应问题驱动和文化润动，强调“研什么”应来自乡村教师自己的实践问题，自己是教研主体，积极主动解决自己的问题；教研文化激活教师内生需求，项目研究中注重乡村学校特色教研文化重塑，形成可持续发展的小专题教研生态系统，解决乡村教师“愿意研”的问题。 2.支持维度。对应技术撬动和机制推动。课改专家、教研员、名师团队提供专业支持促进乡村教师小专题教研过程深化，从“发现问题→提炼专题→实践改进→成果凝练”形成闭环，并研制具有乡土化教研工具包（如课堂观察量表、教师小专题教研手册、小专题教研培训资源库）与数字赋能教研全过程，解决乡村教师“有效研”的问题；在提供专业支持的同时，区域层面出台各类制度保障等措施，建立长效教研机制，促进乡村教师“持续研”。 3.行动维度。对应协同联动和评价促动。搭建各类教研共同体，整合“课堂现场—教研现场—网络平台”三场域资源，形成教研合力，解决乡村教师教研师资薄弱、研究团队不稳定的问题形成“共同研”共同发展的格局；同时建立动态评价系驱动乡村教师小专题教研行动升级，让“研得好”形成实践效应。 一键画同款
素材来源：MJ绘画中文版