Research Of Engineering Teacher’s Competency Under The Construction Of Emerging Engineering Education

The construction of Emerging Engineering Education reform strategy was launched in2017,and the “new engineering requirements and new requirements for engineering” were considered in unified manner,and the characteristics of industrial demand orientation and cross-border integration were integrated into the cultivation of new engineering talents.The college teachers is the core during the cultivation of talent training.From the perspective of competency,the author studies the competence of engineering teachers under the construction of Emerging Engineering Education,provides objective basis for the development of engineering teachers,and provides scientific support for the cultivation of engineering talents.This paper collects the competency indicators through literature analysis and expert evaluation,and analyzes the data collected by the questionnaire by using SPSS21.0statistical software and LISREL8.70 structural equation modeling software,establishing a competency model for engineering teachers with 4 dimensions and 32 competency features;The independent sample t test and one-way ANOVA are used to analyze the different variables of the affected model,and there are some differences in the competency level of engineering teachers between different institutions;Finally,based on the AHP-BP neural network for empirical analysis,combined with MATLAB R2018 a programming software to train and study the competency level of engineering teachers in different universities,and put forward suggestions for improving the competency level of engineering teachers.Therefore,the research in this paper mainly includes the following aspects:Firstly,using literature analysis method and expert evaluation method to collect the competency indicator of engineering teachers in large quantity,combined with the characteristics of construction of Emerging Engineering Education,and comprehensively use statistical software to pre-test and formal test the data collected by questionnaire survey method.Through the goodness of fit test and reliability and validity analysis,a competency model of engineering teachers with 32 competency features in 4 dimensions was established.Secondly,according to the independent sample t-test and one-way ANOVA,the differences in the gender,job title,teaching age and school category of engineering teachers are analyzed,and it is concluded that there are some differences in the competency level of engineering teachers in different institutions,although gender and title.The results show that age and professional titles and teaching age have no significant impact on the competence of engineering teachers,but the results show that the level of competency of female teachers is generally higher than that of males;the higher the professional titles and the longer the teaching age,the higher the level of competency.Finally,the AHP-BP neural network model is used to empirically analyze the engineering teachers in different universities,and the weights of competency indicators are calculated according to AHP.The BP neural network model is used for training and learning,and the error between the training results and the expected output of the competency features is obtained,conducting a difference analysis between the four types of institutions.The comprehensive results show that the engineering teachers of Double-class colleges have the highest competency scores,but viewing the competency scores of different dimensions,different categories of institutions show their own characteristics.The establishment of competency indicators and the analysis of empirical results provide reference standards for the development of engineering teachers,which provides theoretical and practical significance for the construction of Emerging Engineering Education.