Research On The Development Of Teachers In Local Undergraduate Colleges Under The Background Of First-Class Discipline Construction

With the advancement of the construction of first-class disciplines,the development of university teachers has once again become the focus of university research.The development of university teachers is not only the trend of the times,but also an inevitable requirement of social development.As an important force in the construction of first-class disciplines,local undergraduate colleges and universities have attracted much attention for their teacher development.However,there are still many problems in the development of teachers in local undergraduate colleges and universities in my country,and in the context of first-class discipline construction,the development of local undergraduate college teachers will face more new challenges.Therefore,how to help local undergraduate college teachers develop and meet the needs of first-class discipline construction.The requirements of teachers,thereby promoting the construction of first-class disciplines,is a topic worthy of study.It is of great significance to study the development of academic teachers in local undergraduate colleges at this stage.Based on this,this research selects first-class subject teachers in local undergraduate colleges and universities in Guangxi as the research objects,and follows the ideas of asking questions —analyzing influencing factors—proposing countermeasures,and conducts in-depth analysis and research on how to promote the development of first-class subject teachers in local undergraduate colleges.Based on the theory of college teacher development and learning organization theory,this paper puts forward the theoretical framework of this research based on the theoretical model of college teacher development.The content of college teacher development mainly includes four aspects: teaching development,professional development,personal development,and organizational development.The internal relationship between college teachers and the construction of "first-class disciplines" in local undergraduate colleges and the "should" requirements of first-class discipline construction on the development of college teachers.Taking local undergraduate colleges and universities in Guangxi as an example,this research collects the development of first-class subject teachers in Guangxi from four aspects: teaching development,professional development,personal development,and organizational development through a questionnaire survey.The study found that the following problems occurred during the first round of first-class discipline construction: the teaching workload was too heavy;the proportion of teachers who encouraged and guided their students to further study was low;Few;most teachers have no overseas study/visiting/research(accumulative)experience for more than three months in the past three years;a considerable number of teachers have not presided over horizontal projects in the past three years,and have not won national awards,provincial and ministerial awards teachers account for the vast majority of the sample population;nearly half of the teachers have not participated in international academic conferences in the past three years,and the lack of international exchanges will affect their professional development;a considerable number of teachers are in poor health,and teachers are in work and life.There is a lot of pressure,and the pressure of scientific research tasks is the greatest;most of the scientific research partners of teachers are staff of the school,and external exchanges and cooperation are relatively lacking;teachers have insufficient voice in decision-making;some basic academic powers of college teachers;There are some deficiencies in the autonomy of secondary colleges in running schools.And compare the above status quo with the requirements of first-class discipline construction for teacher development,and find the gap.Correlation analysis and multiple regression development are made on the influencing factors proposed by the author and the overall level of teacher development.After analysis,it is found that the factors affecting the development of college teachers at this stage include teachers’ scientific research team construction,work/life pressure,participation in academic conferences,career stage,institutional support,teachers’ right to participate in decision-making,organizational environment and atmosphere,etc.Comparing the gaps and influencing factors,this paper puts forward the problems and reasons for the development of teachers in local undergraduate colleges and universities from the four dimensions of the development of college teachers under the background of first-class discipline construction.,the number of teacher trainings is less,and the training effect is not satisfactory(teaching development);high-quality and high-level scientific research results are lacking,scientific research team construction needs to be strengthened,and academic labor alienation(professional development);teachers are under great pressure,and teachers have job burnout(personal development);development system is not perfect,and the working environment is not good(organizational development).Attribution analysis of the problem: too much focus on scientific research and neglect of teaching,imbalance between teaching and scientific research guided by the appraisal system,imperfect teacher training system in local undergraduate colleges and universities(teaching development);weak awareness of teacher development and weak awareness of teacher cooperation,lack of cooperative learning and team spirit(professional development);the background of first-class discipline construction increases the pressure on teachers,and lacks scientific career planning(personal development);in the field of ordinary universities,local undergraduate universities are in a weak position,and the management mechanism of first-class discipline teachers is still Not sound(organizational development).According to the above analysis,four development strategies are put forward,starting from the teaching development: attaching great importance to college teaching and improving the teaching quality of college teachers;building a teaching concept combining teaching and research;improving the training mechanism and increasing training efforts;In terms of development-send teachers to study for further study to improve teachers’ professional ability;strengthen the construction of scientific research team to demonstrate the spirit of scientific research team;from the perspective of personal development-enhance psychological matching degree,be good at self-adjustment;design career development plan reasonably according to own actual situation;In terms of organizational development-improve rules and regulations,create a good institutional environment for teacher development;build an organizational atmosphere and school environment for teachers to grow.