【摘要】 工程教育教学改革要落到实处，关键在于能有效激励教师开展教学创新。近年来，越来越多的高校将教学改革和教学研究业绩指标纳入职务评聘条件，强化了规制型管理举措。基于全国“卓越工程师教育培养计划”入选院系1916名工科教师的调查数据，考察高校采用的规制型举措和支持型举措对教师教学创新的影响发现，规制型举措和支持型举措均能促进工科教师的教学创新，后者的效应大于前者，二者间存在相互增强的协同效应，规制型举措影响教学创新受到教学发展参与的完全中介作用。未来，高校应以支持型举措为主要激励手段，辅之以规制型举措，加强教师教学发展的组织和制度建设，完善对教师教学质量和教学能力的评价。更多还原

【Abstract】 The key to the implementation of engineering education reform lies in the ability of colleges and universities to effectively incentivize faculty to carry out teaching innovation. In recent years, more and more universities have included teaching reform and teaching research performance indicators into the requirements of job employment and promotion, and strengthened the construction of regulatory management initiatives. Based on a survey of 1916 engineering faculties in selected majors of the “Excellence Plan”, an examination of the impact of regulatory and supportive initiatives adopted by universities on faculty teaching innovation revealed that both regulatory and supportive initiatives can promote teaching innovation among engineering faculty members, with the latter having a greater effect than the former. Furthermore, there is a mutually reinforcing synergistic effect between them, and teachers’ participation in teaching development activities play a mediating role in the influence of regulatory initiatives on teaching innovation. In the future, universities should use supportive initiatives as the main incentive, supplemented by regulatory initiatives, to strengthen the organizational and institutional construction of teachers’ teaching development, and to improve the evaluation of teachers’ teaching quality and competence.更多还原