Informatization New Teachers' Teaching Ability Development Research

Along with our country’s high education entered the popular phase, every year there are many doctorate or master graduates becoming new faculties of colleges and universities. These people have been an important part of promoting the teaching reform and optimizing the faculty structure of the university. Meanwhile, the high education is developing from emphasizing the number of the undergraduates to the quality of the undergraduates. So the teaching ability of the new faculties is becoming an important factor influencing the teaching quality and personnel training. The national medium and long-term education reform and development program (2010—2020) also points out that take the teaching evaluation as the primary content of faculty assessment. Now in the background of social informationization, education informationization has become an inevitable trend of the universities. Based on this, the faculty’s teaching informationization is needed. Therefore, whether new faculty are adapted to the information environment and how to develop their informationized teaching ability have become the hot topic of the colleges and universities.Based on the above, the study has used the methods of Analysis of literature, questionnaire, interview and case analysis and so on. In this study, the author summarizes the domestic and foreign status of both new faculty and informationized teaching ability firstly. Then analyzes the theoretical basis of supporting the development of new faculty’s informationized teaching ability, including the faculty’s development professional theory, learning organization theory and faculty’s knowledge structure theory. In order to understand the development and requirement situation, a questionnaire based on considering factors of the external environment and the self of new faculty is designed for new faculties. What is more, an American university and a Chinese university are selected as cases. By comparing and analyzing, the author summarizes the practical and significant strategies for the development of new faculty’s informationized teaching ability. These strategies are considered from four dimensions of the teaching career planning, system training, resource support and diversified assessment. Finally, carrying out a practice analysis on the new faculty’s development of informationized teaching ability of Nanjing Normal University.