研究目的：本研究通过量化研究分析短期支教对大学生教学效能感的影响，并通过访谈在支教后教学效能感发生变化的大学生，分析短期支教如何对大学生的教学效能感产生影响。

研究方法：本研究采用解释性序列设计的混合研究方法，通过问卷调查法分析短期支教对大学生的教学效能感的影响，后通过访谈法探究短期支教中影响大学生教学效能感的因素。

研究结果：通过配对样本T检验，发现在个人教学效能感方面，后测教学效能感均值显著高于前测教学效能感均值（p<0.001）；在一般教学效能感维度上，后测个人教学效能感均值显著低于前测个人教学效能感均值（p<0.001）；在教学效能感维度上，前后测得分并无显著差异（p>0.05）。

研究结论：短期支教后，大学生的个人教学效能感显著提升，这是由于充足的课前准备、良性的师生互动、良好的师生关系；大学生的一般教学效能感显著下降，这是由于以线上为主的短期支教形式、以少数民族为主要成员的班级构成形式和较为缺乏的短期支教支持帮助。

Purpose: This study analyzed the effect of short-term teaching on college students' teaching efficacy through quantitative research and analyzed how short-term teaching influenced college students' teaching efficacy by interviewing college students whose teaching efficacy changed after teaching.

Methodology: This study used a mixed research method with an explanatory sequence design to analyze the effect of short-term teaching on college students' teaching efficacy through a questionnaire, and then investigated the factors affecting college students' teaching efficacy in short-term teaching through an interview method.

Results: Through paired-samples t-test, it was found that in the personal teaching efficacy, the mean value of posttest teaching efficacy was significantly higher than the mean value of pretest teaching efficacy (p<0.001); in the general teaching efficacy dimension, the mean value of posttest personal teaching efficacy was significantly lower than the mean value of pretest personal teaching efficacy (p<0.001); in the teaching efficacy dimension, there was no significant difference between the scores of pre and posttest ( p>0.05).

Conclusion:The personal teaching efficacy of college students increased significantly after short-term teaching, which was due to adequate class preparation, positive teacher-student interaction, and good teacher-student relationships; the general teaching efficacy of college students decreased significantly, which was due to the predominantly online form of short-term teaching, the class composition form with mainly minority members, and the relatively lack of short-term teaching support assistance.