Abstract: This article is based on the theory of precision teaching and the characteristics of blended learning, aiming to construct a logically rigorous and adaptable evaluation index system for teachers'precision teaching ability, providing theoretical guidance for teachers'professional development and teaching practice. This article is based on the precision teaching ability related model, combined with the“dual line collaboration”characteristics of blended learning. Through literature review, theoretical deduction, and expert interviews, the indicator system is constructed, forming an evaluation system consisting of 5 primary indicators and 18 secondary indicators. The system highlights the core requirements of online and offline data integration and resource adaptation in blended learning, reflecting the ability logic chain of“cognition data technology portrait intervention”. The research results indicates that this indicator system can provide a systematic framework for the cultivation and evaluation of teachers'precision teaching ability in blended learning scenarios, enriching the scenario based application research of precision teaching ability theory.

Key words: Blended learning, Precision teaching ability, “Dual line collaboration”intervention, Integration of intelligent technology, Integration of academic data, Indicator system