Young Faculty’s Instructional Development In Chinese Key Colleges And Universities

For improving the quality of instruction, one of the most fundamental measures is to promote young faculty’s instructional development in colleges and universities. In recent years, with the increasing number and propotion of young faculty in colleges and universities, the highligting problem of higher education teaching quality, the wide attention to the problems of young faculty’s instructional development in colleges and universities whole society paid, people is greatly aware of that the young faculty has increasingly become an important force in colleges and university, their teaching level directly effect the quality of education, therefore, young faculty’s instructional development can guarantee and improve the quality of higher education. In terms of the teaching being teachers’ primary duty, safeguarding and improving the quality of higher education, teachers’ structure, the problem of young teachers’ teaching, attention to international trends in instructional development, it is imperative to attach importance to young faculty’s instructional development in Chinese colleges and universities. Key colleges and universities are vitally supported and constructed by our country, because their educational goals and teachers’ requirements are different from general colleges and universities, the young faculty’s instructional development natrually have particularities. Therefore, the study of young faculty’s instructional development in key colleges and universities has a special meaning. Investigated the young faculty in nine key universities, we found that the situation of young faculty’s instructional development in key colleges and universities is not optimistic. In the aspect of teaching responsibility consciousness, young teachers pay more attention to scientific research than teaching. In the aspect of professional knowledge, the frequency that young teachers updated is too slowly, the richness they had is not enough, the knowledge they taught is old, that cannot meet the changing teaching needs. In the aspect of ordinary teaching theory and disciplinary teaching theory, young teachers lack the systematic study of teaching theory, they cannot master ordinary and disciplinary teaching theory well. In terms of teaching ability, young teachers have many weakness in selecting teaching content, designing teaching progress, using teaching methods, etc. Teachers’factors (independent developing consciousness, teaching learning, teaching reflection and teaching research are not enough) and schools’factors (the system is not perfect, teaching development agency has not been well established, project promotion and teaching training are not enough) are influencing young faculty’s instructional development in key colleges and universities. Thus, in order to promote young faculty’s instructional development in key colleges and universities, young teachers should enhance the consciousness of independent development, strengthen the teaching learning, teaching reflection and teaching research; Schools should consummate the system, build teaching development agencies well, promote teaching projects and strengthen the teaching training.