The construction of world-class universities and the cultivation of first-class talents need first-class teachers,who features essentially the possession of first-class instructional capabilities .Compared to other types of universities,research universities tend to conduct teaching and foster qualified personnel through research and innovation,with disciplinary research enriching the teaching content and instructional research guiding operation . The characteristics of teachers' instructional capability are to advance students' learning quality and competences through the combination of reflection-in-action,pedagogical research and cooperative communication,which are often embodied in the forms of academic introspection of teaching and establishment of interactive instructional communities . Using a qualitative method based on grounded theory,this study has formulated a structural framework of instructional capability for teachers in research universities by virtue of connotative discussion,data collection,and coding .Methods of data collection consisted of ethnography,in-depth interview and textual analysis,and the coding process involves initial coding,focused coding and theoretical coding .The study has also demonstrated that instructional practices in research universities is a set of composite activities filled with academic issues .Instructional capability refers to a synthesis of various abilities which influences teaching efficiency of educating students' comprehensive quality and achieving their own' professional progress . Concretely,instructional capability is a spectrum of interaction among required knowledge,skills and attitudes,which is developed in the acquisition and practices of effective instruction and related activities .Teachers,who are infiltrated in 3D environments including material information,subjective psychology and social relation,interact sustainably and repeatedly with multiple elements to constantly develope and construct individual instructional capabilities .Teachers and students undergo the process of body growth and metabolism from unconsciously to consciously through the dynamically correlative immersion mechanism and realize the spiritual communication of life on the basis of experience,exploratory innovation and conversation and sharing . The structure framework is grounded in the instructional understanding and hands-on experience from teachers of research universities,with emphasis on operability as well . Particularly,it is described as the following :the first layer is three horizontal dimensions which encompass knowledge content,teaching skills and professional attitudes . As a significant presentation of teachers' inner life structure,instructional capabilities can grow with the development of knowledge content,teaching skills and professional attitudes and it is an outcome of triadic synergy of the three .The second layer is seven primary competences,namely″scholarship base,″″development and expansion of knowledge content,″″didactical reflection and research,″″organization and supervision of classroom,″″pedagogical expression and communication,″″professional ethics and tendency,″and″academic charm and personality .″The third layer is a set of behavioral manifestation covering 56 specific factors . In spite of the preliminary nature of this study,hopefully,the schema could be of application values in further perfecting institutional construction in teachers' qualification,promoting the scientific management of teachers,defining the orientation and function of teacher development organizations in universities,better adapting to the subjective demand of professionalization as well as improving the actual quality of teaching .
许迈进 章瑚纬. 研究型大学教师应具备怎样的教学能力?----基于扎根理论的质性研究探索[J]. 浙江大学学报(人文社会科学版), 2014, 44(2): 5-15.
Xu Maijin Zhang Huwei. What Instructional Capabilities Should Teachers in Research Universities Possess ? --A Qualitative Study Based on Grounded Theory. , 2014, 44(2): 5-15.