| Under the background of the popularization of higher education in China,application-oriented undergraduate colleges have been established in order to meet the needs of the public and meet the social development.As the supplement and revision of higher education in China,the appellation of application-oriented undergraduate colleges has not yet been unified.The academic circles "express their own opinions",but as the undertaker of application-oriented undergraduate education,its practical role and significance has been widely concerned by all sectors of society.At present,one of the key points of China’s higher education reform is to guide a number of ordinary colleges and universities to transform into application-oriented undergraduate colleges.However,China’s application-oriented school running model started in 1988.The Application-oriented Undergraduate Colleges and universities are still at a disadvantage due to their short development time,lack of basic experience and lack of social competitiveness.Therefore,how to improve the running level of Application-oriented undergraduate colleges is the problem that application-oriented undergraduate universities are facing at present.Among them,teachers are the core elements of the development of colleges and universities.As an important part of the teaching staff,the professional development of such teachers is related to the quality and level of talent training in Colleges and universities.Compared with ordinary colleges and universities,application-oriented undergraduate universities not only have the common characteristics of ordinary colleges and universities,but also have their own application characteristics.Therefore,how to improve the quality of " double qualified "teachers and study the technical development of" double qualified " teachers is very important.Through combing the relevant literature,selecting an applied undergraduate college for investigation,combining with the student questionnaire independently compiled by the author,as well as the interview with the " double qualified " teachers and university managers,and then we can understand the present situation of this kind of teachers’ technical development.The results show that The technical development of "double qualified" teachers have connections with their organizational environment and endogenous needs.The better the organizational environment is,the better the internal needs will be met,and the higher the professional development level of "double qualified" teachers will be.At present,the difficulties of training effect,the lack of endogenous motivation and the confusion and obstacles of young "double qualified" teachers are all related to these.Based on this,from the above-mentioned dimensions,combined with the results of empirical research,further analysis shows that there are "double" concept biases,organizational management constraints and personal psychological resistance in the current application-oriented undergraduate colleges or the main reasons that hinder the professional development of "double qualified " teachers.With the help of life-long education,social comparison theory and learning organization theory,putting forward feasible suggestions from the optimization of organizational environment and individual independent development,which will provide some reference value for future related theoretical and practical research. |
