作　　者： (许国动）;

机构地区： 浙江师范大学田家炳教育科学研究院,浙江金华321004

出　　处： 《教师教育研究》 2017年第4期67-75,83,共10页

摘　　要： 大学教师教学发展已经成为高等教育内涵式发展的关键领域,促进大学教师教学发展的身份认同,这是将大学教师既作为工具也作为目的的价值追求。通过大学教师教学惯习的概念图谱和内涵分析,大学教师教学惯习转化成教学信念与教学策略的关系,依据生成性结构理论框架,运用扎根理论方法,将经验材料与理想构型相结合,生成具有本土化意义的大学教师角色身份认同理论体系,从而将大学教师教学发展的自我内生性转化为内隐性与外显性统一的理论体系,诠释大学教师的教学惯习,得出大学教师教学实践的行动模式续谱,促进大学教师教学的自我发展的终极追求。 University faculty＇ s instructional development has become the key areas of higher education connotation develop- ment, which promote the development of university faculty＇ s Instructional identity that is the value pursuit of university fac- ulty both as a tool and as purpose. Through the analysis of the concept map and connotation of the university faculty＇ s In- structional habitus, it becomes into instructional belief and instructional strategies. On the basis of generative structure theo- retical framework, using the method of grounded theory, combining experience materials and ideal configuration, it has gen- erated localization theory system of university faculty role identity, which transform the university faculty＇ s instructional en- dogenous self development into the recessive and dominant unified theory system, making clear the university faculty＇ s in- structional habitus. It is concluded that an action pattern spectrum of faculty＇ s instructional practice in university has im- proved the ultimate pursuit of university faculty instruction self development.

关 键 词： 大学教师 教学实践 教学惯习 行动模式 教学策略