【作者】 徐继红；

【导师】 董玉琦；

【作者基本信息】 东北师范大学 ， 教育技术学， 2013， 博士

【摘要】 2011年，我国将“提升青年教师教学能力”作为《高等教育教学改革与教学质量工程二期建设》的一项重要内容，进而掀起了关注教学和教师教学能力发展研究的热潮。鉴于我国高校教师教学能力研究尚在起步阶段，关注高校教师教学能力基础研究是开展教师教学能力发展实践研究的重要保障，本研究将视线聚焦到高校教师教学能力结构模型研究这一基础研究领域。本研究采用逻辑思辨—实证研究—逻辑思辨的研究路线提出、验证和应用了高校教师教学能力结构模型。首先，在梳理并借鉴国内外教师教学能力结构模型相关研究成果的基础上，结合我国具体情况，尝试提出教师教学能力结构模型，进而利用文献分析、问卷调查和访谈等方法对其进行初步验证；然后，依据该模型编制教师教学能力评价量表，采用问卷调查和访谈方法验证评价量表和模型的结构；最后，利用编制的教师教学能力评价量表，从教师自评和学生评价两个角度对某省的高校教师教学能力发展现状进行了抽样调查与分析，在进一步检验模型和量表的有效性的同时，掌握某省高校教师教学能力发展现状，并提出相关建议。通过上述三部分研究，主要取得以下研究成果：1.提出用以描述我国高校教师教学能力结构的三维模型该模型认为，应当将高校教师教学能力放在能力构成领域、工作领域和活动过程领域三个维度上进行描述，其中能力构成领域包含特质、态度、知识和技能四个子维度，工作领域分为职业基本能力、微观教学能力、中观课程能力和宏观专业能力四个子维度，活动过程领域分为设计、开发、利用、管理和评价五个子维度。从而形成了描述高校教师教学能力结构的整体框架。2.高校教师教学能力评价量表基于高校教学能力结构模型，笔者进一步编制了高校教师教学能力评价量表，通过预测过程和对预测数据的统计分析，笔者完成了该评价量表的编制和修订，从而获得了一个可以在一定范围内推广应用的高校教师教学能力评价量表。该量表包含工作领域中四个维度的内容，按重要程度排序为课程能力、课堂教学技能、专业能力、职业基本能力，对应于21个项目，每一个项目给出相应的权重，可供开展教师教学能力自评和他评时参考。3.某省高校教师教学能力发展现状及影响因素通过对某省高校教师的教学能力发展现状进行抽样调查时发现，高校教师教学能力发展很不均衡。首先，从个体发展上看，多数高校教师专业知识发展水平尚可，个人特质也基本能满足教师职业发展的需要，但是专业发展和课程整体设计意识不足，教学技能层面缺乏改革与创新；其次，从教师队伍整体上看，不同类型的教师群体教学能力发展的水平也不均衡，如博士学位的教师显现出在评价知识和教学理论知识方面的欠缺；年龄大的教师信息技术知识和评价知识无法满足信息化教学的需要。另外，从不同群体间的差异性分析上看，影响教师教学能力发展的因素是多元的，自然因素、内部因素和外部因素都对教学能力的发展存在重要影响，同时，显现出教师对自身应具备的教学能力认知存在偏差，自我发展意识不足。更多还原

【Abstract】 In2011, the enhancement of young faculty’s teaching capacity was put intoagenda of the teaching reform and teaching quality improvement of higher education,drawing much attention to teaching and arising increasing interest in studies todevelop the teaching capacity of faculty. Given that the research of faculty’s teachingcapacity in China is still in its initial phase and the basic study of faculty’s teachingcapacity is the basis of carrying out practical study on the development of faculty’steaching capacity, this study will focus on the study of structural model on faculty’steaching capacity, which is a basic research field.Through the research process of logic thinking-empirical research-logicalthinking, the structural model of faculty’s teaching capacity was put forward, verifiedand applied. First, through analyzing relevant research results on the structural modelof faculty’s teaching capacity from home and abroad, and based on the currentconditions in China, the author attempts to put forward the structural model offaculty’s teaching capacity. By way of literature review, questionnaires and interviews,the model is preliminarily verified. Second, based on the model, the evaluation scaleof the teaching capacity of college faculty was designed, and questionnaires andinterviews are used to further verify the model. Finally, with the evaluation scale,sample investigation and analysis will be carried out on the status quo of thedevelopment of faculty’s teaching capacity in a certain province both from the aspectsof student’s evaluation on the faculty and the self-evaluation of faculty. This will notonly further verify the effectiveness of the structural model and the evaluation scalebut also help to well understand the status quo of the development of teachingcapacity of the province and make proper suggestions. Through the above-mentionedthree research processes, main research results achieved are as following.First, it is used to describe the three-dimensional model of teaching capacity offaculty.It is held in the model that the teaching capacity of faculty should be describedfrom three dimensions，namely, capacity composition, working field and activityprocess. Capacity composition includes four sub-dimensions， namely, specialty,attitude, knowledge and skill. Working field includes four sub-dimensions includingbasic profession capacity, micro teaching capacity, medium-view curriculum capacity and macro professional capacity. Activity process includes five sub-dimensions,namely, designing, development, utilization, management and assessment. Therefore,the overall framework of the teaching capacity of faculty has been established.Second, evaluation scale of teaching capacity of college faculty.Based on the structural model of teaching capacity of faculty, the author furtherworked out the evaluation scale of the teaching capacity of faculty. Through a widerange of prediction process and statistical analysis of the predicted data, the authorcompleted the revision of evaluation scale and thus the evaluation scale of theteaching capacity of faculty which can be further promoted and applied was availableat hand. The evaluation scale involves four fields, namely, curriculum capacity,teaching capacity, professional capacity, and basic professional capacity, arrangedaccording to degree of importance, corresponding to21items.Third, development status and influencing factors of teaching capacity of facultyat universities in a certain province.Through a sample survey carried out on the development status of the teachingcapacity of the faculty at universities in a certain province, it is found that thedevelopment of the teaching capacity of faculty is imbalanced. First, in terms ofindividual development, the development level of teaching knowledge of most facultyin universities and colleges is fine and personal traits basically can meet the needs ofprofessional development of teachers; however, they lack innovative ideas incurriculum and teaching capacity; second, from the perspective of the overall faculty’steam, the development of the teaching capacity of different types of faculty groups isalso imbalanced, for instance, those faculty members who hold PhD degrees lackcapacity of knowledge of assessment and teaching in general. Third, from the aspectof the analysis of differences among different groups, the factors affecting thedevelopment of faculty’s teaching capacity are diverse. Natural factors, internalfactors and external factors all exert important influence on the development ofteaching capacity.更多还原