研究型大学教师参与教学改革的动力及其特征研究-基于符号互动理论分析的视角

A Study on the Motivation and Characteristics of Faculty Participation in Teaching Reform in Research Universities--A Perspective Based on the Analysis of Symbolic Interaction Theory

大学教学质量的提升需要不断探索教学改革,其具体执行靠一线教师,一线教师有动力参与其中是教学改革成功的关键。文章基于质性研究方法,采用访谈法、参与式观察法、实物收集法等收集资料;对18所研究型大学、共计11个一级学科的33位一线教师进行深度访谈;运用Nvivo软件按照三级编码的操作程序和扎根理论的方法取径完成了理论建构。研究发现,大学教师参与教学改革包括不同主体主导因素、实践过程主导因素、目标结果主导因素和情境场景主导因素共四类32种动力因素。基于符号互动理论分析视角发现,研究型大学教师参与教.学改革的动力具有情境性、能动性和变化性特征,其动力因素具有多元性、矛盾性和复杂性特征,各个动力因素之间具有开放性、互动性和共生性特征。基于前述特征,政府、高校、二级学院教学管理者等需要营造积极的教学改革文化,发挥教学制度的正面效应,提供相应的教学支持保障。

To improve the teaching quality in universities requires continuous exploration of teaching reform,and the specific implementation of teaching reform depends on front-line teachers.And the motivation of faculty to participate is a key factor leading to the success of teaching reform.Based on qualitative research methods,this study used interview method,participatory observation method,physical collection method and other methods to collect data.In-depth interviews were conducted with 33 front-line teachers coming from 18 research universities and 11 first-level disciplines.The Nvivo software was used to complete the theoretical construction according to the operating procedures of three-level coding and the method of grounded theory.It is found in the study that the motivation of faculty to participate in teaching reform includes 32 types of dynamic factors,which were classified into 4 categories:the dominant factors of different subjects,the dominant factors of the practice process,the dominant factors of the target outcome and the dominant factors of the situational scenario.Based on the analysis of symbolic interaction theory,it is found that the motivation of faculty to participate in teaching reform is situational,dynamic and changeable,and the dynamic factors are multiple,contradictory and complicated.The dynamic factors are open interactive and symbiotic.Based on the above characteristics,the government,universities and teaching administrators of secondary colleges are suggested to build a positive culture for teaching reform,give full play to the positive effects of the teaching system,and provide support and guarantee for teaching.