Research On The Teaching Ability Of New Teachers In Undergraduate Colleges And Universities

In early 2018,the Central Committee of the Communist Party of China and the State Council officially promulgated the "Opinions on Fully Deepening the Reform of Teachers' Team Construction in the New Era",pointing out that in order to comprehensively improve the teaching quality of colleges and universities,it is necessary to build a high-quality team of teachers,focusing on newly recruited teachers and young teachers,to train the main force of talents for colleges and universities.As a special group of teachers in undergraduate colleges and universities,the number of new teachers has been increasing in recent years.Their teaching ability has a direct impact on the overall quality of talent cultivation in Colleges and universities.The study of teaching ability of new teachers in Colleges and universities can not only help new teachers to grow themselves,but also have a positive significance for talent cultivation and first-class teacher team construction in Colleges and universities.This research takes the newly-appointed teachers of five undergraduate colleges and universities in Shandong Province as the research object.According to the actual development needs of this group,a teaching ability model of new teachers in undergraduate colleges and universities is constructed.Based on this model,questionnaires,interview outlines and classroom observations are designed to conduct an empirical study on the teaching ability status of 129 new teachers in five undergraduate colleges and universities in Shandong Province.The main achievements of this study are as follows:Firstly,based on the theory of teachers' professional development stage and teaching academic theory,a teaching competence model for new teachers in undergraduate colleges and universities is constructed.The model is based on the stage of teachers' teaching activities and divides teaching competence into three first-level dimensions and basic qualities: pre-teaching competence,teaching competence,classroom teaching competence and post-teaching research competence.11 secondary dimensions,such as competence and teaching interaction ability,have proved that the model comprehensively summarizes all the abilities needed by new teachers in undergraduate colleges and universities in the process of professional growth,and has universal applicability.Secondly,according to the model of teaching ability of new teachers in undergraduate colleges and universities,questionnaires,interview outlines and classroom observations are designed to investigate the current situation of teaching ability of 129 new teachers.It is found that the overall teaching ability of new teachers in undergraduate colleges and universities is weak and lack of awareness of the importance of teaching ability.The factors affecting the teaching ability of new teachers are attributed to motivation and teaching practice experience.Self-development consciousness,induction training system and incentive mechanism for improving teaching ability are five aspects.Thirdly,according to the current situation of teaching ability of new teachers in undergraduate colleges and universities,specific strategies are put forward for basic teaching ability,classroom teaching ability and teaching research ability to promote the teaching ability of new teachers in undergraduate colleges and universities.For the basic teaching ability,we should perfect the new teachers' induction training system and construct a reasonable training evaluation system;for the classroom teaching ability,we should carry out various forms of teaching practice and student evaluation,and build a teaching cooperation community between new and old teachers;for the teaching research ability,we need colleges and universities to improve the incentive mechanism of teaching ability,and at the same time,teachers themselves should improve their self-development intention and diligent in systematic teaching reflection.