通过访谈医学院校教师在教学改革过程中的决策和管理经历,利用扎根理论分析其参与教学改革共同治理的行为和决定因素。研究发现,医学院校教师参与教学改革共同治理的行为有真实性参与和象征性参与2种层次,以象征性参与居多,存在参与程度低、机会不足和主观动力不强的问题,其行动受到情境、个体和过程3个因素的影响。激励教师参与教学改革共同治理需要加强教师参与的情境因素和过程因素建设,并根据教师的个体因素采取差异化激励策略,重点激励有教学理想和教学能力的医学院校教师。
To clarify the influence factors of faculty's involvement in shared governance of teaching remodeling, the research project collected teacher's decisions and management experience in teaching remodeling , analyzed their involvement behavior and the influence factors by grounded theory. Results showed that the real participation and symbolic participation were identified as two participation level of teacher involvement behavior in shared governance of teaching remodeling, and the symbolic participation is a major behavior. The barriers to prevent teachers' participation were low degree of involvement, lack of opportunity and weak subjective motivation. Their behaviors were affected by three factors: contextual, individual and operation process. It is necessary to strengthen the construction of contextual and optimize process factors of teachers' involvement, to adopt different incentive strategies according to different characteristics of teachers and focus on motivating those with education ideal and teaching capacity.
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