Research On The Practice Of Transformation And Development Of Teachers In Newly-built Local Undergraduate Colleges

Since the implementation of the reform of the higher education system and structural adjustment in 1998,a large number of colleges have been merged,reorganized or independently upgraded to become new local undergraduate colleges.After 20 years of development,new local undergraduate colleges have become the main carriers of popular education in China.In the face of problems arising in the development process of newly-built local undergraduate colleges,the Ministry of Education,the National Development and Reform Commission,and the Ministry of Finance issued the “Guiding Opinions on Guiding the Transformation of Some Local Undergraduate Universities to Applied Types” in October 2015.New local undergraduate colleges have entered the stage of transformation and development.As the key to transformation and development—the transformation of the teaching team has become an urgent problem to be solved in the transformation of new local undergraduate colleges.This paper takes the practice of transformation and development of teachers in newly-built local undergraduate colleges as the research object,and uses literature research,questionnaires,in-depth interviews and case studies to summarize the current situation and main problems faced by the reform process of teachers;Stephen P.Robbins' s theory of resistance is the framework of interpretation,systematically analyzes the root causes of resistance and problems in the practice of teacher team transformation;and explores the problem-solving problem by using Kurt Luin's three-stage process of change process as a framework.The main methods and approaches have proposed relevant countermeasures.The transformation and development of the new local undergraduate college teachers is a systematic project.The gap between the current practice status and the teacher team's transformation and development goals is huge.The main problems are the vague positioning and the structural imbalance of the teaching staff.The introduction and training issues are outstanding."The shortage of teachers is serious;the practical skills are low,the quality structure of the teaching staff needs to be optimized;the lack of transformational power,the transformation of the teaching team has the double resistance of individuals and organizations.There are many reasons for the resistance and problems in the reform and development of new undergraduate teachers.First,the country has not issued a unified "double-type" teacher qualification standard,and has not established a "double-type" teacher qualification access system;It is a phenomenon in which some newly-built local undergraduate colleges are dependent on the government.How do school administrators turn to the teacher team,where to go,how to solve problems in the process of transformation,how to solve the lack of systematic and in-depth thinking,the school does not have a team of teachers.The overall development of the transformation and development;the third is the single source of teachers,the lack of part-time dual divisions from the enterprise,the "double-type" teacher's appointment and training mechanism is not perfect,resulting in the "double-type" teacher team construction is very ineffective;Due to the limited level of applied research,newly-built local undergraduate colleges cannot provide intellectual support and technical support to enterprises.Enterprises lack short-term economic interests in the absence of relevant laws and regulations,so that teachers can enter the enterprise in the form of training;Insufficient,there is no significant difference between the “double-type” teachers in the salary system and the average teacher's salary.Transition team lacking motivation.In addition,the diversification of source structure,the difference in professional quality,and the imperfect evaluation criteria of “double-skilled” teachers make it difficult to assess and motivate “double-type”teachers.This paper combines Luin's theory of three-stage change process of organizational change,divides the transformation of teachers into three stages of thawing,transformation and re-freezing,and proposes the main ways and countermeasures for the resistance and problems in the practice of teacher team transformation and development.In the thawing phase of the transformation of the teaching staff,the state should introduce a unified "double-type" teacher qualification standard,and establish a "double-type" teacher qualification admission and training system.The school should clarify that the "double-type" teacher team is the goal of the transformation of new undergraduate colleges and universities,formulate the overall plan for the construction of "double-skilled" teachers,and do a good job in the policy planning and system design of the transformation of the teaching staff.Teachers participate in the decision-making process of teacher team transformation to unfreeze the existing teacher team status.In the transformation stage of the transformation of the teaching staff,through the establishmentof the "double-type" teacher team introduction and training system,improve the teacher-enterprise practice training system,adjust the teacher team title and source structure,optimize the quality structure of the teaching staff,and build a learning-oriented teaching community.And other measures to implement change.In the re-freezing stage of the transformation of the teaching staff,through the support of the "double-type" teacher team incentive mechanism,optimize the "double-type" teacher salary system and performance appraisal system and other measures to stabilize and freeze the new transformation mode,thus achieving the new local undergraduate The transformation and development of the teaching staff of colleges and universities.