Research On Influencing Factors And Improving Strategies Of Classroom Teaching Quality In Applied Colleges And Universities In China

Applied colleges and universities are produced in the context of the diversified demand for talents in the market after China's higher education entered the stage of popularization.It plays an important role in training applied talents at the undergraduate level and serving local economic construction.High-quality applied colleges and universities can train high-level applied talents,and the key to the quality of a school depends on the quality of classroom teaching.However,due to the late start of applied colleges and universities in China,the uneven integration of production and education,and the occurrence of “academic drift” in practice,the quality of classroom teaching is of concern.The actual classroom is chaotic.The phenomenon that teachers do not want to teach and students do not want to learn is very common.This phenomenon has obviously become a bottleneck restricting the improvement of the quality of talent training in applied colleges and universities,and it is urgent to crack it from the theoretical and practical levels.Aiming at this phenomenon,this research focuses on the following three interrelated research questions: What are the main reasons for the low quality of classroom teaching in applied colleges and universities in China? What are the main factors that affect the improvement of classroom teaching quality in applied colleges and universities in China? And how to use practical improvement strategies to improve the classroom teaching quality of applied colleges and universities in China?In order to effectively solve the above research problems,the thesis first based on the interdisciplinary research perspective,comprehensively using multiple theories,put forward the research standpoint and theoretical viewpoint of this research.The Total Quality Management(TQM)theory summarizes the theories and models of total quality management of classroom teaching in applied colleges and universities in China;based on the PDCA cycle concept,the process of classroom teaching management in applied colleges and universities in China is discussed;with the help of stakeholder theory,China is analyzed the main stakeholders and their roles in the quality assurance of classroom teaching in applied colleges and universities;based on the paradigm transition theory,the “new three central theories”(focusing on student development as the center,student learning as the center,and learning effect as the center)are analyzed.The connotation,significance and practical path finally put forward that the quality of classroom teaching in applied colleges and universities in China should be changed from “focusing on teaching” to “focusing on learning”.Secondly,on the basis of literature review,system induction and in-depth interviews with stakeholders,14 primary influencing factors of classroom teaching quality in applied colleges and universities in China were selected.There are including 2environment-related first-level indicators and 8 teachers-related first-level indicators and 4 first-level indicators related to students.The indicators are relatively independent,and the index system is set more scientifically and rationally.Again,based on the previous results,using quantitative research methods to develop a survey tool for influencing factors of classroom teaching quality in China's applied colleges and universities,through a large sample questionnaire survey and data analysis,to construct an influencing factor index of classroom teaching quality in China's applied colleges and universities.A total of 5456 questionnaires were distributed and recovered three times in this research,covering more than 20 provinces,municipalities,autonomous regions,and more than 100 applied colleges and universities in the east,middle,and west of China.With the help of statistical software such as SPSS23.0 and AMOS,through principal component analysis and exploratory analysis of factors,confirmatory factors,and index weights,we finally obtained the influencing factors of classroom teaching quality in China's applied colleges and universities(ie,6 first-level indicators and 38 second-level indicators).Then,with the help of the stone of other mountains and the comparative research method,this research selected Germany,the United Kingdom,and the Netherlands,which have high-quality classroom teaching in applied colleges and universities(Universities of Applied Sciences and Technology)and have accumulated rich experience as research objects,and acquired the following advanced experience: Implement the policy of“lenient in and strict out”,“student-centered” classroom teaching concept,provide diversified teaching methods,highlight the proportion of practical teaching,focus on ability training,emphasize theory and practice,in-depth cooperation between schools and enterprises.Finally,based on China's national conditions,we propose strategies for improving the quality of classroom teaching in applied colleges and universities from three levels: institutional culture,teacher's teaching and student's learning.At the level of institutional culture,the main focus is on classroom teaching quality culture,classroom teaching quality evaluation system;classroom supervision mode is updated and reconstructed,and smart classrooms are built to cope with new teaching forms.At the teaching level of teachers,teachers can reconstruct the curriculum system through the ability-oriented concept,and strengthen the design of the whole process of classroom teaching to create “Golden Specialities” and “Gold Courses” and become “Gold Teachers” with excellent teacher ethics.At the student level,by creating a student learning community and introducing the “last elimination system”,in order to stimulate the endogenous motivation of student learning and enthusiasm for learning.From the research point of view,the thesis clearly states that the quality of classroom teaching in applied colleges and universities in China cannot only stop at analyzing the teaching behavior of teachers,but must change from “focusing on teaching” to “focusing on learning” in order to truly improve the quality of classroom teaching.From a research perspective,Using interdisciplinary theories such as management,education evaluation and vocational pedagogy,combined with different perspectives of stakeholders in applied colleges and universities,focusing on the analysis of influencing factors to improve the quality of classroom teaching in applied colleges and universities,with particular attention to applied characteristics.In terms of research methods,it combines policy texts,system regulations and in-depth interviews,integrates theoretical research with empirical research,and integrates an international perspective with local construction;establishes research positions and puts forward theoretical views through theoretical analysis,and conducts quantitative research demonstrating and constructing,and proposing improvement strategies based on international experience and China's national conditions,can not only further enrich the theory,but also better reform and practice.This research provides a valuable research perspective for the connotative development of China's applied colleges and universities and improves the quality of talent cultivation,and opens up a reform direction worth exploring.