The Design And Practice Of A Hybrid Training Model For College Teachers

Higher education,as an important base of the cultivation of higher talents in China,affects the training and development of higher talents in the country.The teaching level and ability of college teachers play a key role in the teaching quality of higher education.From the entrance requirements for college teachers,colleges and universities pay more attention to and ask rigid requirements for teachers' scientific research capabilities,such as the number of SCI papers and scientific research projects.There are seldom specific rules for their teaching ability.A survey shows that between 2014 and 2015:(1)For university teachers in Shaanxi and other provinces,82.8%of whom never received training for teaching ability,and 82.9%of whom believed that it is necessary to carry out corresponding training;meanwhile,over 50%of university teachers hope to update their professional knowledge,improving their scientific research capabilities and educational teaching ability through training.In the "Opinions on Comprehensively Deepening the Reform and Development of the Teaching Staff in the New Era," The Central Committee of the Communist Party of China proposes to comprehensively carry out the training of higher education teachers' teaching ability,focusing on new teachers and young teachers and nurturing new talents for higher education institutions.Training is an effective way to improve the teaching ability of teachers.However,university teachers are also faced with arduous scientific research tasks and cannot attend training in full time.be productive for a long time.In order to solve the above problems and improve the pertinence and practicality of existing training,considering the high academic level and strong learning ability,this paper deign a blended training model based on the SECI theory--PAA.The PAA training model covers various forms of learning activities,such as expert lectures,instructional design and teaching practice,peer review,and learning reflection.Backbone teachers of A college and 2016-2017 year's new teachers of B university were selected as research objects for empirical study,verifying the effectiveness of the PAA training model and modifying the deficiencies.Data analyzed from the training shows that 90%of participating teachers can make and conduct instructional design,their teaching ability improve and a high degree of satisfaction is displayed.Regarding the design of training content,the participating teachers believe can exert more efforts and achieve better results though the teaching design,teaching videos,and peer evaluation are relatively difficult.Through three iterations and revisions,the PAA training model shows strong maneuverability and practicality.This paper examines the effectiveness of PAA training models from the following perspectives:(1)the quality of instructional design and instructional video submitted by participating teachers;(2)cognitive load.The results show that PAA blended training can help college teachers to systematically learn pedagogical knowledge by the use of fragmented time.Teachers' instruction design and teaching practice ability can be improved to a certain level but there is room for improvement in their instructional design.And there are certain deficiencies in the classroom interaction and questioning in the teaching practice.Some teachers tend to confuse the differences between the teaching objectives and the teaching content,and their teaching ability needs to be further improved.