Status Quo Investigation And Analysis On Classroom Effective Teaching Of Key University

Classroom effective teaching of university especially means the teachers ofuniversity teach effectively in classroom. Classroom effective teaching status quo ofuniversity is whether the teacher’s classroom teaching is effective or not, and inwhich aspects it effective, as well as how effective the situation is. Today, with thehigher education entering the popularization phase, the teaching situation andteaching quality of university show some serious problems. Researching teacher’sclassroom teaching status quo of key university from the perspective of effectiveteaching, analyzing the factors which mainly affect teachers’ classroom effectiveteaching, and proposing the strategies that promote teachers’ classroom effectiveteaching of key university could provide consultation to improve the teaching andimplement effective teaching for the teachers of key university. Classroom effectiveteaching of university is the unity of teaching behavior effectiveness and teachingresult effectiveness. It has the characteristics that differentiate from the negative,inefficient, and invalid teaching. Appraisal of classroom effective teaching ofuniversity is in order to grasp the status quo of classroom effective teaching ofteachers and then promote their goals about effective teaching. It is made by theevaluators who assess and judge classroom teaching effectiveness of teachersaccording to the norms of classroom effective teaching. Status quo of teachers’classroom effective teaching of key university is that classroom teaching iscomparatively effective overall and the other respects are also effective comparativelyexcept teaching result. The effective level from high to low is teaching attitude,teaching organization, teaching expression, teaching content, teaching method, andteaching result. The teachers’ assessment of classroom teaching overall and differentrespects’ effectiveness exceeds students’, and the managing staffs’ assessment is inthe mid of all. Student, teacher, school are three factors that affect classroom effectiveteaching of university. Student is relatively more important in all factors. Teacher isimportant factor, and school is secondarily important. Teacher’s teaching philosophy,sense of teaching responsibility and teaching input, educating knowledge, teachingefficacy, and their learning, practise, reflection, and research on teaching all affectclassroom effective teaching of key university. School’ attention, encouragement, andsupportment to effective teaching on recognizing, institution, and action, as well asschool staffs’ encouragement, supportment, and assistance also affect classroom effective teaching of key university. The strategies that impove classroom effectiveteaching status quo, and promote classroom effective teaching of key universityinclude teacher’s and school’s strategies.