Research On Teachers' Teaching Input In New Application-oriented Universities

For a long time,the issue of education quality has always been a great practical issue in the field of higher education in our country.Scholars have mostly conducted research on the macro and meso level,and less on the micro level of the teacher group.Compared with newly-built applied undergraduate universities,the traditional Undergraduate universities have received more attention.In the process of connotative development of higher education,newly-built applied undergraduate universities undertake the important task of cultivating high-quality applied talents for the regional economy.Teachers play a direct role in talent training,and their teaching input is even more related to the quality of teaching and the cultivation of students..This research attempts to study the status quo of teaching input and its influencing factors from the micro level of teachers in newly-built applied universities.In terms of the research content,this study uses the literature method,interview method and questionnaire survey method to analyze the status quo and influencing factors of teachers' teaching input in newly-built application-oriented universities,and constructs the theory of teaching input in newly-built application-oriented universities model.As there is no closely related and mature questionnaire,the questionnaire is mainly based on the published relevant questionnaire,taking into account the characteristics of newly-built application-oriented universities and their unique requirements for teachers,adapting them according to the above circumstances,and passing relevant tests.Officially issued.The sample of the article is mainly based on the principle of convenience,selecting teachers from relevant institutions in Anhui,Gansu and Hebei to implement the questionnaire.The research found that the questionnaire prepared by this research is suitable for investigating the current status and influencing factors of the research object's teaching input.Second,the current state of teaching input of teachers in newly-built application-oriented universities is good,and their level is up middle.Third,teachers of newly-built application-oriented universities with different genders,administrative positions,teaching fields and corporate work experience have a significant impact on teaching input;fourth,organizational identity does not have a significant impact on teaching input of newly-built application-oriented universities Positive impact;professional identity has a significant positive impact on the teaching input of teachers in newly-built application-oriented universities;professional identity has a significant positive impact on organizational identity.According to the research conclusion,the current situation of teachers' teaching input in newly-built application-oriented universities is good,but the voice of teachers' teaching input is still constant.This is because the public pays more attention to the dedication and responsibility of teachers and lacks attention to the basic needs of teachers.This study believes that professional identity has a positive impact on teachers' teaching input.Paying attention to teachers' professional identity is also concerned with teachers' teaching input,which can not only help the public to have a more in-depth and correct understanding of teachers' teaching input;It can also help teachers grow and become the backbone of our country's training for future successors.Therefore,this research makes suggestions from both the college level and the individual level of teachers,with a view to helping the growth of the teaching team and helping the public to correctly recognize the contributions of the teacher group.Specifically: At the institutional level:(1)Respect the professional autonomy of teachers in newly-built application-oriented universities;(2)Improve the work support of teachers in newly-built application-oriented universities(3)Care about the interests of teachers in newly-built application-oriented universities;At the teacher level:(1)Establish the correct professional cognition of teachers in newly-built applied universities;(2)Improve the role awareness of teachers in newly-built applied universities;(3)Improve the professional ability of teachers in newly-built application-oriented universities.