Research On The Improvement Of Scientific Research Quality Of Teachers In Higher Vocational Colleges In Shandong Province

In the new era,high quality development is an important theme for the change and development of vocational education.Under the background of high quality development of vocational education,as the main body of higher vocational education,higher vocational colleges should not only reflect their vocational nature,but also show their higher characteristics,and realize the transformation from scale development to connotation development.However,higher vocational colleges still face many problems restricting their development,and scientific research is an important entry point to break through the bottleneck of development.At the same time,the applied characteristics of scientific research in higher vocational colleges determine that their scientific research cannot be carried out without teachers with good scientific research accomplishment.The role positioning of vocational teachers is not limited to "teachers",but practitioners and "experts" in their professional fields,so it is of great significance to improve their scientific research accomplishment.This study takes Bourdieu’s field theory and Potter-Lawler’s comprehensive incentive theory as the theoretical basis,focuses on the current situation of higher vocational teachers’ research literacy,clarifies the structural elements of higher vocational teachers’ research literacy,uses questionnaire and interview method to investigate the current situation of teachers’ research literacy in higher vocational institutions in Shandong Province,uses SPSS27.0 software to test the reliability and validity of the questionnaire,and explores the problems of higher vocational teachers’ research literacy.The following conclusions were drawn: Firstly,the research literacy of teachers in higher education institutions consists of four dimensions: research awareness,research knowledge,research ability and research ethics.Secondly,the overall research literacy of teachers in higher vocational institutions in Shandong Province is in the middle to upper level,among which the research awareness is relatively good,the research ethics dimension is the second,and the research knowledge and research ability dimensions are the weakest.There are some problems under each secondary dimension,such as the weak ability of results presentation and application transformation,and the lack of knowledge of scientific research methods.Meanwhile,there are significant differences in the scientific research literacy of higher vocational teachers at the educational level.Based on this,on the theoretical basis of Bourdieu’s field theory and Potter-Lawler’s comprehensive incentive theory,this paper explores the causes of the problems of teachers’ scientific research literacy in higher vocational colleges in Shandong Province from the dimensions of teachers and schools.At the same time,the strategies to improve the research literacy of higher vocational teachers are discussed in depth from the dimensions of teachers’ own self-research awakening and practical exploration,and the support and guarantee of research at the level of higher vocational institutions.From the teachers’ own level,they should correct the motivation of scientific research and form correct role cognition;reserve diversified knowledge and enhance confidence in participating in scientific research;deepen scientific research practice and strengthen scientific research cooperation and communication;insist on exploring the truth and consolidate academic standard awareness.From the perspective of higher vocational colleges,they should strengthen the construction of scientific research organizations and strengthen scientific research guidance;stimulate the vitality of scientific research with the guarantee of system construction;improve the scientific research training system and implement the training effect;focus on school-enterprise scientific research cooperation and strengthen the integration of resources.