Research On Teachers' Adaptation In Freshman Seminar

This paper discussed teacher adaptive problems, which is little attention in the research of Freshman Seminar in the domestic and international, and took the actual case as the starting point. To some extent, the research filled the blank of domestic research in this area, with some innovative and instructive. Through this research, in order to understand Freshman Seminar teachers'status quo of adaptation in Nanjing University, and found that the practical difficulties encountered by teachers, raised more targeted recommendations to help push forward the reform of the Freshman Seminar of Nanjing University and provide reference to domestic colleges and universities; in addition, make related researchers focus on the domestic Freshman Seminar teachers, and promote the further development of research in this area in the country.This paper combined the quantitative research and qualitative research methods, used literature, questionnaires, interview, and analyzed the problems of the adaptive aspects of teachers in Freshman Seminar, then proposed the corresponding counter measures and suggestions.This paper firstly reviewed the research of the domestic and international Freshman Seminar and teachers' adaptability, and defined the core concept; secondly summarized the profile of Freshman Seminar of Nanjing University for nearly3years, including background and position of the courses, the status of course, course-related lessons and summary. Next focused on the teachers of Nanjing University in Freshman Seminar for questionnaires for26teachers and interviews for6teachers, and collected related research data, then analyzed the questionnaire data using SPSS tool to draw several factors affecting teachers' adaptability. The survey found that teachers'attitude is generally positive but has not been established the philosophy of teaching and learning mutual promotion, more specific understanding and awareness in the course, and they increased investment than the traditional undergraduate teaching load, and the exchange was significantly increased between teachers and students, students and students. Teaching experiences, course experiences and the external environment factors that affect teachers' adaptability. In addition, the degree of attention for students of the course needs to be improved, and the course management is also a lot of improvement needed.Based on both survey and the factor analysis, this paper proposed strategies in the two aspects of teachers' own internal factors and external environment to improve teachers' adaptation strategies:aspects of teachers, including the enhancement of teachers' sense of responsibility and changing actively the concept of teaching; aspects of external environment and conditions, including course management improvements, curriculum evaluation ongoing and improvement, building the platform and mechanism of the exchange among teachers counterparts, exploring the construction of the follow-up courses and supporting the availability of resources for courses.