大学教师教学设计能力知多少？——高校教师教学设计能力调查

Investigating College Teachers’ Instructional Design Competency： A Survey Study

教学设计能力对于教师提高工作绩效、促进学生学业进步具有举足轻重的作用。通过理论分析 和专家咨询，本研究对大学教师教学设计能力、认知水平和知识体系展开了问卷调查。研究者随机调查了 192 位高校教师，对所获得的数据进行差异分析、相关分析和回归分析。研究得出如下建议：大学教师教学设计能力 发展极不平衡，存在严重的短板现象，尤其是教学评价能力亟需补课;要依据不同教龄和职称大学教师的需要与 特点，继续重视教学认知提升和知识体系拓展，同时开展有针对性的教学设计培训，以提高大学教师教学设计能 力的总体水平。

The quality of course design has been a significant concern in the reform of higher education. The competency of instructional designers played an important role in improving teaching efficacy and students achievements. However， empirical studies on college teachers instructional design competency are scarce. Based on theoretical analyses and experts consultations， this project was to develop a questionnaire to explore college teachers instructional design competency. The questionnaire consists of five dimensions ： designing instructional objectives ； designing instructional contents ； instructional implementation ； front-end analysis and instructional evaluation. In addition， the study also investigated college teachers instructional cognitive ability and knowledge system. The study intended to learn how much college teachers know about the instructional design competency and what potential factors influence the development of the instructional design expertise. The study was a random survey among the universities in Zhejiang and Shanghai. Total 192 valid responses are collected via electronic and printed questionnaires. Upon variance， relevance and regression analysis， the key finding is ： To some extent， the overall level of college teachers instructional design competency is unsatisfactory. Although the competency of instructional implementation is sufficient， the competency of instructional evaluation need to be developed. The noticeable difference between the novices and experts are in areas of designing instructional contents and instructional objectives. College teachers instructional cognitive abilities have influential impacts on their instructional design competency. In addition， college teachers knowledge system can partially predict their development of competency of instructional design.