本研究以立意抽樣選取12位大學教師為對象，採質性研究分析其教學優良的內涵。結果顯示：首先，大學教學優良教師在有效能教學活動包括教學信念等12項類別。其次，教學優良的因素，奠基於教師在多層面的認真投入，認真而務實的實踐其教學信念、重視高等教育與產學連結、教學準備階段即兼顧多層面的教學規劃、因應學生特性調整教學活動與學習輔導、教學後的省思調整等，教師們的編碼類別不盡相同，但各具特色。第三，本研究提出三個省思議題，為因應社會發展與高教政策更迭、大學校院的定位與校園脈絡差異、大學生心目中的好老師等層面，大學教師在教學活動的角色調整，值得深思。另就大學教師發展有效能的教學活動，本研究列舉參酌建議，期許大學教師的職涯發展能夠維持健康的生活步調。

This study selected 12 excellent university faculty members through purposeful sampling, and used a qualitative approach to study effective instructional activities. 12 kinds of important factors for effective teaching, such as teaching belief. Secondly, the factors of excellent teaching was based on a foundation of faculty's commitment during the instructional process, such as serious but practical teaching beliefs, paying attention to the relationship between higher education and social development, taking into consideration instructional design during preparatory stage, regulating one’s teaching activity and guidance strategy in accordance with students’ characteristics, and post-instructing self-reflection and adjustment of teaching plans. Meanwhile, the faculty members displayed unique effective teaching styles. We proposed three issues for faculty to consideration: how to regulate academic development, instructional activity, and professional service. Implications for teaching, faculty’s career development, and future research are discussed.