时下，高等教育教学质量，尤其是本科教育质量问题备受关注。讲授法是高校教师常 用的教学方法，但其常被指责为将学生置于被动静听的状态，该教学方法也易被边缘化。 但讲授法是否必然带来学生的被动静听，是否真的远离了优质的标准呢？本研究通过类属 分析和情境分析的质性研究方法分析 14 位大学生的调查资料，试图从学生视角考查“优 质讲授”的课程中学生的学习状态，挖掘学生心中“优质讲授”的特征和生成机制，并对 优质讲授在高等教育阶段的应用展开讨论。 研究结果发现，“优质讲授”中大学生的学习状态呈现为“听”、“思”、“动”、 “感”四个维度。优质讲授中学生的“在听”是一种主动地敞开，身不离座的学生是表面 安静的沉思者，看似平静课堂中涌动着学生积极的外显参与，优质讲授能为学生带来更自 发且真实的学习投入情感体验。学生呈现出生动多样的学习图景。 就其特征而言，大学生心中的“优质讲授”彰显出知识教学内容优质、教学技艺高超、 教师富有个人魅力、师生关系和谐、学生参与有效、学习收获丰富这六个特征，大学生视 角下的“优质讲授”是教师“教”和学生“学”双向互动的结果。 就其生成机制而言，大学生心中的“优质讲授”有三条核心生成机制：“以高质量的 知识教学的魅力释放核心吸引力”，“视学生为思维对话的主体以激发学生内部动机”， “以基于‘先验的善意’的教展现教师的个人魅力”。三者通过激发学生的兴趣等内在动 机，基于学生对“被教”的内容与身份的内在认同，共同促进学生的学习参与。师生互动 的优质讲授为学生带来了“优质的学习过程体验”和“优质的学习收获”，二者从过程与 结果的双重角度共同形成学生心中的“优质讲授”的“优质”来源。最后，“优质讲授” 的“优”与“优质教学”的教育目的内在契合。 “讲授法”能够作为高校中常见的教学方法，可能是基于教育现场复杂性的一种自发 且理性的选择。教育教学应尊重教育规律的共性与教师自主教学的个性，对多样而富有个 性的教学形式保持期待。此外，在高等教育界往往将“教”视为一种消极因素的当下，我 们应当重新认识到“教”的正当性与解放性，它是对学生主体状态由外而内呼召的重要途 径。同时，我们也需要从过程性的视角来理解“优质讲授”甚至是“优质教学”的生成， 优质教学既是师生共筑而成，也是师生的相互筛选，我们应尊重“教育的美丽风险”。

Currently, the quality of high education, especially undergraduate education, is receiving much attention. The lecture method is a commonly used teaching method among university teachers, but it is often criticized for putting students in a passive listening state, and this method can be marginalized. However, does the lecture method necessarily lead to students' passive listening, and is it really far from the standard of quality? This study analyzes the survey data of 14 college students through qualitative research methods of generic analysis and situational analysis, attempting to examine the learning state of students in the "quality lecture" course from the student perspective, explore the characteristics and generating mechanisms of "quality lecture" in the minds of students, and discuss the application of quality lectures at the stage of higher education. The research findings reveal that the learning state of students in "quality lectures" presents four dimensions: "listening," "thinking," "acting," and "feeling." The "hearing" in quality lectures indicates an active openness, where students who remain seated are seemingly tranquil reflectors, but beneath the calm surface of the classroom, there is a surge of active explicit participation. Quality lecturing can bring about more spontaneous and genuine emotional experiences of learning engagement for students. Students present a vivid and diverse learning landscape. In terms of its characteristics, the "quality lecture students showcases six features: quality content of knowledge teaching, superb teaching skills, the personal charm of the teacher, harmonious teacher-student relationships, effective student participation, and rich learning outcomes. From the student perspective, a "quality lecture" is the result of a two-way interaction between the teacher's instruction and the student's learning. Regarding its generative mechanisms, the "quality lecture" in the minds of students has three core generating mechanisms. The first is the release of core attractiveness through the charm of high-quality knowledge teaching. The second is treating students as active thinkers and dialogue partners to stimulate their internal motivation. The third is the demonstration of the teacher's personal charm through 'a priori goodwill' in teaching. These three mechanisms, by stimulating students' interest and other intrinsic motivations, and based on the students' internal identification with "being taught," collectively promote student participation in learning. The quality of the teacher-student interaction in a quality lecture brings about a high-quality learning process experience and substantial learning outcomes for the students, which together form the source of quality in the "quality lecture" from both process and outcome perspectives. Lastly, the excellence of the "quality lecture" intrinsically aligns with the educational goals of quality teaching. The "lecture method" may be a common teaching method in universities, possibly a spontaneous and rational choice based on the complexity of the educational setting. Education should respect both the general laws of education and the individuality of teachers' autonomous instruction, maintaining anticipation for diverse and personalized forms of teaching. Moreover, in the high education sector where "teaching" is often seen as a negative factor, we should3 re-recognize the legitimacy and liberating nature of teaching; it is an important means to summon students' agency from the outside in. At the same time, we also need to understand the generation of "quality lecturing" and even "quality teaching" from a process-oriented perspective. Quality teaching is not only co-constructed by teachers and students but also a mutual selection between them. We should respect the "beautiful risk of education" within quality teaching.