| The quality of higher education is the key to the development of colleges and universities. Ensuring and improving the quality of higher education is the strong demand of nation, society, school and students. The quality of talents training can reflect the quality of higher education and teachers have direct effects on the talents training.Teaching is teacher’s main duty which has a certain role in promoting the development of students. Teaching input is a teaching spirit or attitude of teachers which is the basic condition of teaching. Teaching input is related to the teaching quality, and ultimately affects the quality of the students. In the process of popularization of higher education,local general four-year universities assume relatively heavy teaching tasks and the teaching input of young faculty who is the main force of local general four-year universities is related to the quality of teaching. In the paper, the teaching input means that teachers actively put their teaching time, teaching emotion and teaching energy into teaching activities in order to achieve the teaching goal and ensure the teaching activities carried out smoothly.This paper uses qualitative research methods, taking 14 young teachers who are younger than 40 of a university of Hubei Province as example. From the aspects of teaching time, energy and emotion the writer take in-depth interviews with these teachers.Based on the description of the current teaching input situation of the university’s young faculty, the causes of the existing problems and in-depth analysis can be concluded, and in view of the existing problems and the causes the writer put forward solutions and countermeasures.The study focuses on the input of teaching time, energy and emotion. The input of teaching time includes the time send on class, preparation, practice, teaching and research activities. The dimension of teaching energy just can be evaluated on indirect way. The input of teaching energy can be studied mainly from the aspects of "teaching reflection", "teaching content", "teaching methods", "interaction with students ", "teaching training" and so on. Emotional input in teaching includes the love for students and teaching. It canbe found that there is a structural shortage in young faculty’s teaching input through the analysis of the input of teaching time, teaching energy and teaching emotion. And then the writer summed up the four points: 1) There is a structural shortage in young faculty’s teaching input; 2) There is a certain gap between the actual teaching input and the emphasis on teaching; 3) There is a difference among teachers who have different educational backgrounds on teaching input, the ones who have lower degree put more time, energy and emotion into teaching activities; 4) Teaching emotion is very important in the teaching input, and it will greatly influences the teaching input. The external reasons why there is a structural shortage in young faculty’s teaching input are that there is a conflict between teaching and scientific research, structure of faculty, curriculum structure,teaching training are not standardized, young faculty’s pressures of life are great. The internal reasons why there is a structural shortage in young faculty’s teaching input are that their teaching attitude is not correct, teaching responsibility consciousness is not strong, teaching ability is limited, and there is a lack of teaching achievement.At the end of the paper, six proposals have been given to solve the problems: first, the system design which is weighted in favor of scientific research must be changed; second,universities should set up the modern management concepts, improve and perfect the management system; third, alleviate the pressure of young faculty; fourth, cultivating young faculty’s teaching emotion and sense of responsibility; fifth, strengthening teachers’ teaching accomplishment; last, enhancing young faculty’s teaching ability. |
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