Study On The Relationship Between Teaching Style And Teaching Performance Of Teachers In Colleges And Universities

China is in a profound social change, a profound shift in the institutional structure andadjustment period.China’s education is also faced with severe challenges, the quality andnumber of personnel training also can not meet the requirements of modernization.Comprehensive promotion of quality education is facing difficulties, the need to improve thequality of teachers.Thus facilitating the formation and training of teaching style, improvingteaching quality, individuality and creativity cultivate talent, is to promote education reform atop priority.The performance of teacher teaching is an effective way of teacher managementand the quality of higher education,The evaluation of teaching object-based teaching can helpgather more information on teaching feedback to continuously improve teaching style topromote their professional development.Therefore, it is necessary to further research into therelationship between teachers’ teaching style and teaching performance.Research on Teachers’ teaching style problems mainly adopts literature research and casestudy, analysis from the perspective of teachers’ teaching style type, tteaching style formationsituation, teaching style. research methods and contents of a single, repeated more research. Inaddition, study on the impact of theteaching style role is not deep enough. Therefore, thisarticle uses the teacher’s teaching style type self-test questionnaire and teachers’ teachingperformance, include teachers’ teaching performance evaluation by the students and Thecourse grade. Through questionnaire to collect data to study the relations of universityteachers’ teaching style and teachers’ teaching performance, and also discusses the teachingstyle and teaching evaluation,The relationship between performance data research ofUniversity Teachers’ teaching style and teaching through the questionnaire collected, inaddition the relationship is still on teaching style and teaching evaluation, as well as theinfluence of demographic variables on Teachers’ teaching styles, so as to improve teachingperformance, promote and improve teachers effective teaching style to provide targetedadvice.The author, based on literature research, combination with teaching style questionnaire,teaching evaluation index system, is developed in this study the use of the teaching style ofself-test questionnaire and teaching evaluation questionnaire, and Hebei University ofEconomics, Qingdao University, Weifang University as the research object, in view of theseschools teachers and students in a random survey, questionnaires. Using spss16.0statisticalsoftware analysis of survey data. Through the test of correlation analysis, regression analysisand independent sample differences, analysis the following results: (1) teaching style teaching performance has a significant causal relationship. Innovation-practical teaching style influence is most prominent. Teaching style type of performance themost logical-caring, innovative-practical, rigorous-three types of innovative teachingperformance and a significant positive correlation, while other types of teaching styles ofperformance correlation is not significant.(2) Teaching Styles significant positive impact ofteaching evaluation. By correlation analysis and regression analysis, multiple regressionequation teaching style and teaching evaluation. Found that the type of teaching style canpositively predict teaching evaluation. The teaching style type logic-caring, innovative-practical combination of the two styles of teaching evaluation of teaching performance andimpact is more significant. Type of subject teachers teaching style differences affectindividual characteristics.(3) the type of teaching style differences by individualcharacteristics affecting teachers. KW test the use of gender, seniority, teaching subjects,grade four characteristic variables analyzed. The study found gender on teachers ’teachingstyle type had no significant effect, while the teachers’ teaching experience, teaching subjects,grades significantly affect the type of teaching style.Based on the above conclusions, this paper put forward the following suggestions:(1)university by providing a platform for information exchange and development; improveteacher evaluation system; build the democratic teaching environment for teachers to provideconditions for the formation of style (2) pay attention to teachers’ demographic variables onteaching style type, the influence of university teachers to adopt differential management (3)teaching style formation and development needs of teachers personal effort. Throughabundant knowledge reserves and learn from other people experience, innovation to form aunique and effective teaching style.(4) the type of teaching style or a style bureau, singlebreak of the deadlock. Teachers are encouraged to fully explore their own, based on theflexible use of multiple teaching styles.