Research On Organizational Support For The Teaching Development Of New Teachers In Colleges And Universities

With the development of higher education in China,the teaching development of new teachers has begun to attract the attention of the society.They have the record of formal schooling of above of people,has a wealth of knowledge,but most of them are not accept the education teaching system,training,lack of education basic teaching skill,scientific knowledge and lead to the lack of corresponding teaching idea,teaching knowledge,teaching methods,etc.,the development of new teachers' teaching organization support is particularly important.This study clarifies the consensus reached on the teaching development of new teachers by sorting out the literature on the teaching development of new teachers and conducting in-depth qualitative interviews and observations on new teachers.Then,it clarifies what kinds of help and training are provided to new teachers by different organizational support models in the school.Thirdly,from the perspective of new teachers,this paper explores their perception of organizational support and further analyzes the situation of new teachers' use of organizational support.Finally,on this basis to summarize and reflect,and provide effective strategies.This paper consists of six chapters.The first chapter is the introduction,which mainly analyzes the origin and significance of the research,defines the core concepts and clarifies the research methods by combing relevant studies.Chapter two discusses the consensus reached by new teachers in teaching development.The third chapter is the status quo investigation.Through text analysis,in-depth qualitative interview and observation,the present situation and existing problems of organizational support are revealed.Chapter four analyzes the perception and utilization of new teachers.Chapter five is reflection and suggestion.From the perspective of organizational center,this paper reflects on the objective support,perception and utilization of new teachers,and puts forward further Suggestions.The sixth chapter mainly elaborated the research conclusion of this paper and indicated the follow-up research direction on the basis of summarizing the research deficiency.This study draws the following conclusions: first,the teaching development of new teachers in colleges and universities is mainly reflected in three aspects: the development of teaching knowledge,the improvement of teaching ability,and the development of teaching sentiment.Second,at present,the teaching development of new teachers in institutions of higher learning mainly presents three supporting modes,namely,integration mode,mixed mode and unified mode.Each mode presents its advantages and disadvantages.Third,according to the survey,under the integration mode,it is necessary to optimize the decentralized and fuzzy organizational system and build a clear organizational system,so as to overcome the "excessive quantity and insufficient quality" of the organizational support platform and deeply stimulate the enthusiasm of the participation of new teachers.In the mixed mode,systematic and scientific organizational training should be promoted to guide the continuity and extension of communication among teachers.Under the unified mode,attention should be paid to the problem of "KFC" in organizational training,to further clarify the incentive mechanism of organizational support,to ease the psychological pressure of new teachers "green pepper group",to help teachers form correct attribution,and the learned powerlessness gradually subsided;Fourthly,to explore new ideas of organizational support,it is necessary to improve the system,guide the new teachers' comprehensive perception,promote the substantial improvement of the quality of organizational support,and encourage the new teachers to make positive use of it,so as to improve the teaching development at a deeper level.