重庆高教研究

在文化生态理论视角下，高校基层教学组织建设包括组织文化、组织系统、教师心智模式、教师教学学术素养、条件支持5个维度。通过对832位高校教师的问卷调查数据进行分析发现：高校基层教学组织建设总体处于中等水平，呈现组织文化特色彰显不足、组织体制机制不健全、教师信念情怀欠深厚、教师教学学术动力不足、组织持续发展不续航等基本特征。在高校基层教学组织内教师心智模式得分上，师范类高校显著高于综合类，组织队伍得分综合类高校显著高于师范类，教师学位在心智模式维度显著，教师教龄和职称在各维度显著。高校基层教学组织建设内部各构成要素之间存在较强的关联性。组织系统和心智模式在组织文化和教学学术素养之间存在中介效应，根据影响效应的大小依次为组织文化、组织系统和教师心智模式。因此，高校基层教学组织建设需要超越与重塑组织文化，放权与优化组织系统，唤醒与培育教师心智模式，培养与提升教师教学学术素养，改革与创新条件支持。

From the perspective of cultural ecology theory, the construction of grassroots teaching organizations in higher institutions includes five dimensions: organizational culture, organizational system, teachers' mental model, teachers' teaching academic literacy and conditional support. Through the analysis of the questionnaire survey data of 832 college teachers, it is found that the construction of grass-roots teaching organizations in higher institutions is generally at a medium level, showing basic characteristics such as insufficient manifestation of the connotation and characteristics of organizational culture, imperfect organizational system and mechanism, insufficient professional beliefs and emotional commitment among teachers, insufficient teaching and academic motivation of teachers, and insufficient sustainable development of organizations. The scores of teachers' mental model in grass-roots teaching organizations in normal universities are significantly higher than those in comprehensive colleges and universities, and the scores of organization teams in comprehensive colleges and universities significantly higher than those in normal universities. Teachers' degrees have significant discriminating power in the dimension of mental model, and teachers' teaching years and professional titles have significant discriminating power in each dimension. There is a strong correlation among the constituent elements in the construction of grass-roots teaching organization in higher institutions. Organizational system and mental model have an intermediary effect between organizational culture and teaching academic literacy. According to the size of the influence effect, they are respectively organizational culture, organizational system and teachers' mental model. Some strategies and paths were put forward, such as transcending and reshaping organizational culture, delegating power and optimizing organizational system, awakening and cultivating teachers' mental model, enriching and improving teachers' teaching academic literacy, and supporting reform and innovation conditions.