沿着研究问题，建立自己的证据地图。

阅读技术转型与教师角色的论述，区分展望性论证和经过课堂数据验证的结论。Distinguish proposals about technological change and teacher roles from conclusions supported by classroom data.

关注教师教育干预如何界定和培养专业GenAI能力；阅读时核对任务、证据与适用情境。Examine how a teacher-education intervention defines and develops professional GenAI competence, including its tasks, evidence and context.

从教师协作与专业学习角度阅读；特别关注知识整合如何体现于设计过程，而不只看工具使用。Read through collaboration and professional learning: look for knowledge integration in design decisions, not just tool use.

阅读教师为福祉采取行动的方式，同时关注制度与人际关系对行动空间的限制。Examine action for teacher wellbeing alongside the institutional and relational conditions that enable or constrain it.

用来界定教师专长与研究路径；它是理论与研究议程文章，不应被当成教学效果实验。Use this theoretical research agenda to define teacher expertise; do not treat it as an intervention-effectiveness experiment.

比较生成式AI与语料库的证据来源和学习可供性；注意它提出的是论证，而非证明所有DDL任务的效果。Compare the evidence sources and affordances of GenAI and corpora; distinguish its argument from evidence for every DDL task.

从语料教学设计角度阅读协作任务及TPACK发展，思考能否迁移到中文近义词学习。Examine collaborative corpus-teaching design and TPACK development, then consider transfer to Chinese near-synonym learning.

模型连接身份、意识形态与资本，并用两个个案说明。可用于追问学习者为何参与或退出，但不宜将投资等同于动机。The model connects identity, ideology and capital and illustrates them through two cases. Use it to examine participation without equating investment with motivation.