Research On Teachers' Educational Feelings In Higher Engineering Education

In response to the changes of international and domestic development situation,China has proposed “emerging engineering” development strategy,which makes higher engineering education face new development opportunities and take on new development pressures.How to enhance the spiritual height,cultural depth and value thickness of self-development in the context of technological rationality supremacy and instrumental rationality expansion has become a realistic problem faced by China's higher engineering education.As a high-level concise and concentrated expression of the inner spiritual quality of higher engineering education,educational feelings should be the true pursuit and reform direction of education-based and people-oriented.According to the research paradigm of “what—why—how about—how to do”,this study is divided into four parts,totaling five chapters.Among them,chapter 1 is the introduction part.The key content is to define the core concept of “educational feelings”.Based on the virtue ethics,caring education theory and survival aesthetics,this study divides educational feelings into teachers' morality and ethics in society dimension,humanistic spirit in students dimension and self-care in their own dimension.The content of chapter 2 is regression and educational spirits of higher engineering education.The return to practice is reflected in the systematic project curriculum system,strict engineering practice training and high-quality teacher training system.The return to education is reflected in the combination of professional education and general education,knowledge and humanities,teaching ability and educating wisdom.On this basis,this study summarizes the educational spirits of higher engineering education in terms of educational philosophy,students' development and teachers' competence,thus laying experience foundation and mental support for teachers' educational feelings in higher engineering education.The content of chapter 3 is inherent stipulation of teachers' educational feelings in higher engineering education,including the stipulation of higher engineering education in terms of education,humanity,ethics and goodness;the stipulation of engineering talents in terms of human nature,character and personality;and thestipulation of higher engineering education teachers in terms of subjectivity,value and reflection.The content of chapter 4 is realistic predicament of teachers' educational feelings in higher engineering education.According to the practice survey and data analysis,this study finds that the practical problems do exist in teachers' morality and ethics,humanistic spirit and self-care of teachers' educational feelings in higher engineering education.Rising to the reason and academic level,they profoundly reflect the conflict between educational aspiration and educational profession under the impact of materialism,the binary division of teaching and scientific research under the single evaluation mechanism,and the interest game of knowledge outcomes academic and intellectual activities academic under the control of administrative power.The content of chapter 5 is improvement path of teachers' educational feelings in higher engineering education.The government should play a policy guarantee role in terms of academic incentive mechanism,academic evaluation mechanism and academic autonomy mechanism.The colleges should play an organizational guarantee role in terms of quality concept,quality assurance and quality monitoring.The teachers should play a self-protection role in terms of self-identity,aspirational interest and academic advantage.They constitute a path response to the realistic predicament of educational feelings.