本文基于校本和跨校两个专业学习共同体的建设实践，构建了理论框架。该框架由成员、目标、中介和机制四个要素组成三角形，其中，成员位于三角形中心，是专业学习共同体的主体；目标位于三角形顶端，决定整个共同体建设的方向，是专业学习共同体建设的起点，同时又是检验共同体建设成效的终点；中介和机制位于三角形下方的左右两端。中介是实现目标的载体；机制是载体能够完成目标的内驱力。目标、中介、机制必须通过共同体成员来发挥其作用，因此，这三要素都与成员形成互动关系，由双向箭头相连。实践证明，该理论框架适合中国国情，同时具有较强的概括性和广泛的应用性。

The paper presents a theoretical framework for developing a professional learning community (PLC) of university foreign language teachers based on the practice of building two PLCs with one being school-based and the other being inter-universities. The framework includes four elements: members, goals, mediators and mechanism，which form a triangle with“members”at the center, “goals” at the top and the “mediators”at the left end and “mechanism” at the right end of the bottom. The members are the most essential part of PLC. The goals form a starting point of the development of the PLC and also the destination of the building of the PLC. The mediators are the means by which the goals can be achieved. The mechanism is the driving force with which the mediators are made possible to accomplish the goals. After all, the goals, the mediators and the mechanism can function well only through the efforts of the members. Therefore，the members and each of the other three elements are connected through a double arrow. This theoretical model is proved to be fairly generalizable and applicable to the development of different PLCs in the Chinese context.