Research On Teacher Action Change In The Construction Process Of The University Of Applied Technology

The construction of university of applied technology,is an important current strategy for higher education in China.Unlike the path of development of university of applied technology in many countries in the world,China's university of applied technology is mainly taking the “restructuring” route,that is,transforming from existing local universities.The construction of the University of Applied Technologys is essentially the process of transformation of local universities.As a new thing,the construction of a university of applied technology is a complex and transformative process involving many factors in schools.The transformation of teachers' actions is a key point for the smooth construction of applied technology universities.Based on this,studying the teacher's action changes during the construction of the application technology university is conducive to the smooth development of China's University of Applied Technology.Based on Parsons' social action theory,this article uses interviews to conduct research on 30 interviewees from X Institute,the first pilot universities in Henan province,and uses NVIVO11 qualitative analysis software to collect interview data.Collation and analysis were conducted to explore the real situation of teacher action changes in the process of the construction of applied technology universities.In the process of building an applied technology university,the motives for teacher action change originated from three aspects: the implementation of the national education policy,the adjustment of the structure of higher education,and the rules and regulations of the X School.Under the influence of these three aspects,the national and X-college levels respectively set relevant goals for teachers to promote and adapt to the development of applied technology universities.As the subject of action,the attitude of teachers also influences the change of teachers' actions.Most teachers are supportive of teacher action changes.However,some teachers also hold opposing attitudes.Teachers' attitudes are expressed in three ways: active participation,negative completion,and direct disregard.The survey found that,whether positive or negative,the process of teacher action change is mostly unsuccessful and there will be different obstacles.These obstacles mainly include: internal obstacles and external obstacles to teacher action change,such as negative attitudes caused by teacher habits,weak awareness of “dual-qualification” development,unclear national related policies,and unreasonable evaluation and appraisal systems in colleges and universities.These obstacles have not achieved the desired results in the transformation of X College faculty actions.In teacher action changes,teachers not only have to take care of their own obstacles,but also need to deal with external obstacles.In view of this situation,national policies should be rapidly improved,and institutions for transition should,according to their own circumstances,formulate appropriate transformation and development systems and measures.Specifically,this paper proposes the following countermeasures and suggestions: improve the country's policy-oriented mechanism,improve the university's security work,and inspire the internal motivation of teachers' action changes,etc.,in order to improve the effectiveness of teacher action changes,and promote the construction of X Institute.And development.