【摘要】 高校教师教学能力提升势在必行，但对处于不同阶段和状态的一线教师而言，尚有许多问题亟待厘清。以一线教师的视角，基于边界定义法界定“高校教师教学能力”概念，即高校一线教师完成教学设计、教学实施和教学评价的能力和其自身具备的包含知识、技能和态度在内的教学专长。该能力具备从新手水平到高级新手水平、胜任水平、熟练水平和专家水平的多层次提升空间，提升方式包含渐变和突变两种。分别基于任务特征和个人特征建构高校教师教学能力提升的多层次目标，即提升教学设计、实施和评价等能力，夯实知识基础，培养发展多元技能，树立职业态度。将相关政策、理论与自身实践相结合，指出多元路径对提升教学能力的影响，并分析教学能力提升多元路径对不同水平高校教师的适用性。更多还原

【Abstract】 It is imperative to improve the teaching competence of teachers in colleges and universities, but there are still many problems for front-line teachers in different stages and states. From the perspective of the front-line teachers in colleges and universities, the concept of “teaching competence of college teachers” is defined according to the boundary definition method, that is, the competence of the front-line teachers in colleges and universities to complete the teaching design, teaching implementation and evaluation of teaching, and their own teaching expertise, including knowledge, skills and attitudes. This competence has a multi-level upgrade space from novice level to advanced beginner level, competent level, proficient level and expert level, which includes both gradient and mutation. Based on the task characteristics and personal characteristics, we construct the multi-level goal of improving the teaching competence of college teachers, that is, to improve the teaching design, implementation and evaluation ability, as well as to strengthen the knowledge base, develop multi-skills and establish a professional attitude. Combining relevant policies, theories and the author’s practice, the paper points out the influences of the multiple paths on improving teaching competence, and analyzes the applicability of teaching competence improving paths to teachers at different levels.更多还原