The Effectiveness Of University Teacher’s Classroom Teaching

At present, our country is facing the important task of improving the quality of higher education fully with the impeding process of massification stage in higher education. The keystone of higher education quality lies in talent-training quality whose key issue is improving teaching quality. Right away, effective teaching opens a window for us.This study gets tidy of the theory of university classroom teaching again and analyzes effective university teaching at home and abroad. The research based on the writer’s observing for Yangtze University teacher’s classroom teaching and the surveying for the students, analysis the effectiveness of university teacher’classroom teaching. According to student questionnaire results, the average score of the students’ evaluation for teachers’classroom teaching effectiveness is4.05points (out of5), indicating that the students’overall assessment for university teachers teaching effect is good, which means university teachers in classroom teaching is often effective. The reflection of" efficient" accounting for25.95%, indicating that students in this part of the classroom teaching have full satisfaction. Teaching "often " and "basically" effective accounted for53.66%, indicating that students affirm the half of the classroom teaching of the teachers’, but there are some aspects need to be improved. Teaching effect "inefficient " and "invalid " accounted for20.38%, it means that students have poor satisfaction in this part of classroom instruction, which is in need of special attention and to remind the schools attached to the classroom teaching or teachers. According to the author’s classroom observation, the average score of the49lessons is4.16, indicating that teachers’classroom is in good condition and our university teachers can complete the task of teaching in accordance with the teaching requirements of lessons. Among them, the classroom teaching can achieve satisfactory or above accounted for83.47%,16.33%of classroom instruction can complete the teaching task barely,10.2percent of the classroom teaching is in poor condition to complete the task of teaching.In addition, university teachers in the different types of teaching behavior demonstrate the effectiveness of teaching is different. Computing the mean value of each teaching behavior, the top five are:teaching attitudes, teacher-student relationship, teaching preparation, teaching content for the level of students, effective use of teaching objectives, which means that teachers are doing well in these parts of teaching behaviors and students are satisfied. On the contrary, the minimum ones are the following five:the cutting-edge of the course content, the effective use of PPT, attention to student, proposing questions to meet the learning needs of students, emphasis on teacher-student interaction. This means that the university teachers should be further improved in these aspects.Secondly, this study analyzed the differences of effective teachers and inefficient teachers。Analysis of efficient teaching and inefficient teaching through the calculation of the mean difference of effective teachers and inefficient teachers in the teaching behaviors, the bigger the differences in the mean difference, the more effective teaching is. The most significant different behaviors are also the most significant effective university classroom teaching features. Calculating the mean difference, the maximum five teaching behaviors are:teachers are good at motivating and encouraging students, to develop students’ability to learn, teachers love teaching and teaching passionately, and develop students’critical thinking and creative thinking, teaching clarity. It means that the five teaching behaviors are significantly different in the efficient and inefficient university teachers and they are the typical features of effective teachers.Finally, this study puts forward the strategies of effective university classroom teaching through classroom observation and student questionnaires, by analyzing the teachers showing different effectiveness in different types of teaching behaviors and the differences between efficient teachers and low-efficient teachers, which are encouraging students, training student’s ability, loving teaching, full of passion, teaching clarity, teacher-student interaction and the forefront of teaching content.