A Comparative Study On Teaching Ability Of Undergraduate And Junior College Teachers In Virtual Reality Environment

The integration of virtual reality technology and education is the key way to realize the modernization of higher education in China.As one of the subjects of education and teaching,teachers play an important role in promoting the modernization of higher education.With the continuous integration of virtual reality technology and education,the new teaching environment,teaching content presentation,teaching concept and so on have put forward new requirements for teachers’ teaching ability.Teaching ability is one of the core components of teachers’ professional ability,and its level directly affects the quality of higher education.Therefore,the development of teachers’ teaching ability in virtual reality environment has become the top priority in the current stage of higher education,and the development of teachers’ teaching ability has always been given priority in a strategic position,so as to accurately improve the teaching efficiency of virtual reality environment education in colleges and universities.The International Board of Standards for Training,Performance and Instruction(IBSTPI)lists in detail the teaching abilities that teachers should possess in different information-based teaching environments.It emphasizes the characteristics of teachers’ digital teaching and has been proved to be universal and universal in different stages,so it is suitable for the research of teachers’ ability in higher education in China.This study is based on IBSTPI teacher ability standards,combined with the characteristics of virtual reality environment teaching environment,The present situation of college teachers’ teaching ability is studied from six dimensions: the ability to stimulate and maintain students’ learning motivation,the ability to express skills,the ability to ask questions,the ability to feedback,the ability to promote the consolidation of students’ knowledge and skills,and the ability to promote the transfer of students’ knowledge and skills.Based on the perceived learning results questionnaire of Ronald B.Marks and Lee Elinda Ai-Lim Lee,a questionnaire on the status quo of teachers’ teaching results in virtual reality environment was prepared to analyze the impact of teachers’ teaching ability on teaching results in virtual reality environment.This study is based on the perspective of students,through the questionnaire method,from the overall understanding of the status quo of teaching ability of college teachers in virtual reality environment,from different levels of the teaching ability of undergraduate and junior college teachers,and the impact of teaching ability of undergraduate and junior college teachers on teaching results.At the same time,based on the perspective of teachers,the current situation,influencing factors and improvement strategies of teaching ability of college and undergraduate teachers in virtual reality environment are deeply understood through interviews.The results show that the teaching ability of college teachers is above average in virtual reality environment.In the virtual reality environment,the overall level of teaching ability of undergraduate teachers is significantly higher than that of junior college teachers.The teaching ability of undergraduate teachers is significantly better than that of junior college teachers in the four dimensions of stimulating and maintaining students’ learning motivation,feedback,promoting students’ knowledge and skills consolidation,and promoting students’ knowledge and skills transfer.Junior college teachers’ teaching ability in the virtual reality environment to maintain students’ learning motivation,questioning skills,feedback,and promote students’ knowledge and skills to consolidate the four dimensions have significant influence on the teaching result,and the undergraduate course teacher in only to maintain students’ learning motivation,questioning skills on two dimensions have significant impact on the teaching result.After sorting out the questionnaire and interview survey results,it is found that there are four problems in teaching ability of undergraduate and junior college teachers in virtual reality environment: imbalanced development of teaching ability,large gap,imperfect training system and imperfect evaluation system.In view of the above problems,combined with questionnaires,interviews and existing studies,the author analyzes the problems from the three levels of the country,colleges and teachers,and finds that the reasons for the problems are as follows: at the national level,effective promotion policies need to be improved,and development policies lack pertinence;At the level of colleges and universities,the organization and management is not strict enough,the training is not planned,the evaluation index needs to be built,and the teacher team needs to be improved.At the level of teachers,learning enthusiasm is not high,the concept of self-development is insufficient,lack of self-reflection.Finally,the specific actions of teaching ability improvement of foreign universities and colleges are summarized from the three levels of the country,department and teachers,and foreign experience is summarized: strengthening policy establishment to ensure effective improvement of teaching ability of teachers;Carry out activities to improve teachers’ teaching ability and form diversified training systems;Advocate the idea of independent development,promote teachers to take the initiative to learn.Based on the existing problems of teaching ability of college teachers in China and foreign experience,this paper puts forward specific countermeasures for improving teaching ability of college teachers in virtual reality environment in China from the three levels of the country,colleges and teachers.At the national level: refine promotion policies and establish specific paths;We should formulate targeted policies based on differences.At the level of colleges and universities: optimize the training system,carry out diversified and continuous training;Refine the evaluation system,pay attention to the process evaluation;We will raise the entry threshold and optimize the ranks of teachers.Teacher level: active learning,balanced development;Scientific planning,prioritize;timely reflection,make up for deficiencies.