高职院校教师创新团队的运行机制模型建构——一项基于扎根理论的探索研究  

Operational Mechanism Model of Innovation Teams for Teachers in Vocational Colleges:An Exploratory Study Based on Grounded Theory

作　　者：梁燕 祝怀新[1] Liang Yan;Zhu Huaixin(College of Education,Zhejiang University,Hangzhou 310058,China;Zhejiang College of Construction,Hangzhou 311231,China)

机构地区：[1]浙江大学教育学院,浙江杭州310058 [2]浙江建设职业技术学院,浙江杭州311231

出　　处：《职教论坛》2025年第4期72-78,共7页Journal of Vocational Education

基　　金：浙江省教育厅高职教育“十四五”第二批教学改革项目“高职院校教师创新团队负责人胜任力模型建构与应用实践”(编号:jg20240181),主持人:梁燕。

摘　　要：科学有效的运行机制模型为高职院校教师创新团队实现高水平、结构化运行提供重要指引。研究采用扎根理论对所收集的资料进行三级编码提炼,通过概念化和范畴化得到了5个核心范畴、19个副范畴、57个初始范畴,形成了以内生机制为基点、协同机制为桥梁、监督机制和保障机制为外部支持、任务驱动为向导的高职院校教师创新团队的运行机制理论模型,提出“重功能化、去指标化”“培育团队负责人的胜任力”“遵循团队的生命周期”的建议。A scientifically effective operational mechanism model provides important guidance for the high-level and structured operation of innovation teams for teachers in vocational colleges.This study employs grounded theory to conduct a three-level coding of the collected data,resulting in the conceptualization and categorization of five core categories,nineteen sub-categories,and fifty-seven initial categories.The theoretical model of the operational mechanism for innovation teams in vocational colleges is constructed.It is based on endogenous mechanisms as the foundation,collaborative mechanisms as the bridge,supervisory and supportive mechanisms as external support,and task-driven approaches as the guide.Additionally,the study proposes suggestions such as emphasizing functionality and minimizing indicators,cultivating the competence of team leaders,and following the lifecycle of teams.

关 键 词：高职院校 教师创新团队 运行机制模型 扎根理论 

分 类 号：G715[文化科学—职业技术教育学]