高校教师慕课教学胜任力模型构建研究

Research on the Construction of MOOC Teaching Competency Model of College Teachers

随着慕课在国内外大规模的建设和推广，与之相适应的高校教师慕课教学胜任力提升路径和方 法的深层次研究也越发重要。本研究以麦克利兰胜任力模型为理论基础，通过文献查阅、问卷调查和事件访谈 (BEI)等，借助探索性、验证性因子分析和AHP 等方法，构建了包括教学人格、信息素养、晶体能力、教学影响、教 学互动和教学管理等6 个一级因子和21 个二级因子的高校教师慕课教学胜任力模型和评价体系。本胜任力模 型的理论基础充分，验证方法科学，特征项与影响因子的分层分级结构紧密，因子指标体系全面，对提升教学绩 效科学性，改善高校教师慕课教学能力，提高教学质量有较高的理论和实践价值，也为高等学校评定教师慕课能 力提供依据。

Accompanied by the continuous and rapid development of open education， it is important to develop and implement a large scale construction on evaluating college teachers' teaching competence. The current evaluation methods of teacher performance is simple and the related assessment system lacks of efficieney and scientificity，which leads to the incompleteness and unfairness of the assessment. Based on the McClelland competency model， this article aims to establish a new evaluation model for the competency promotion of MOOC teachers. The steps to construct MOOC teaching competency model are as follows: Firstly， the core factors related to the competency of MOOC were studied with literature review and questionnaire survey. A total of 100 MOOC teachers in different ages， education backgrounds， professional status and subject groups participated in the survey. Secondly， the data were collected， identified， and analyzed by using exploratory and confirmatory factor analysis. Thirdly， a model was constructed by using AHP and the behavior event interview (BEI) methods. This research has identified 21 primary factors and two levels of 6 factors for the MOOC course teaching， which is believed to be stable and effective for teaching at the college level. Fourth， the relationship between the feature items and the influence factors of the hierarchical classification is established， which makes it more closely related to the organizational structure of the competency model. Finally， the weight ratio of each factor and the characteristic value is obtained， and a comprehensive evaluation model is constructed. Results from this research provide high theoretical and practical value for improving the scientific nature of teaching performance， and improving the teaching ability of teachers in higher education.